Applications for New Awards; Expanding Opportunity Through Quality Charter Schools Program (CSP)-Grants to Charter School Developers for the Opening of New Charter Schools and for the Replication and Expansion of High-Quality Charter Schools (Developer Grants), 31158-31171 [2024-08729]
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(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
Title of Collection: Personal
Authentication Service (PAS) for FSA
ID.
OMB Control Number: 1845–0131.
Type of Review: Extension without
chnage of a currently approved ICR.
Respondents/Affected Public:
Individuals or households.
Total Estimated Number of Annual
Responses: 6,671,000.
Total Estimated Number of Annual
Burden Hours: 1,667,750.
Abstract: Federal Student Aid (FSA)
requests extension without change of
the Person Authentication Service (PAS)
which creates an FSA ID, a standard
username and password solution. In
order to create an FSA ID to gain access
to certain FSA systems (the Free
Application for Federal Student Aid
(FAFAFSA) on the Web, National
Student Loan Data System (NSLDS),
StudentLoans.gov, etc.) a user must
register on-line for an FSA ID account.
The FSA ID allows the customer to have
a single identity, even if there is a name
change or change to other personally
identifiable information. The
information collected to create the FSA
ID enables electronic authentication and
authorization of users for FSA webbased applications and information and
protects users from unauthorized access
to user accounts on all protected FSA
sites.
Dated: April 18, 2024.
Kun Mullan,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2024–08678 Filed 4–23–24; 8:45 am]
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DEPARTMENT OF EDUCATION
Applications for New Awards;
Expanding Opportunity Through
Quality Charter Schools Program
(CSP)—Grants to Charter School
Developers for the Opening of New
Charter Schools and for the
Replication and Expansion of HighQuality Charter Schools (Developer
Grants)
Office of Elementary and
Secondary Education, Department of
Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for two types of grants: CSP
Developer Grants, Assistance Listing
Numbers 84.282B (for the opening of
new charter schools) and 84.282E (for
the replication and expansion of highquality charter schools). This notice
relates to the approved information
collection under OMB control number
1810–0767.
DATES:
Applications Available: April 24,
2024.
Notice of Intent to Apply: Applicants
are strongly encouraged but not required
to submit a notice of intent to apply by
May 24, 2024. Applicants that do not
meet this deadline may still apply.
Deadline for Transmittal of
Applications: June 24, 2024.
Deadline for Intergovernmental
Review: August 22, 2024.
Pre-Application Webinar Information:
The Department will hold a preapplication meeting via webinar to
provide technical assistance to
prospective applicants. Detailed
information regarding this webinar will
be provided at https://oese.ed.gov/
offices/office-of-discretionary-grantssupport-services/charter-schoolsprogram/charter-schools-program-nonstate-educational-agencies-non-seaplanning-program-design-and-initialimplementation-grant/.
Note: For prospective new applicants
unfamiliar with grantmaking at the
Department, please consult our funding
basics resource at https://www2.ed.gov/
fund/grant/about/discretionary/
index.html.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on December 7, 2022
(87 FR 75045), and available at https://
www.federalregister.gov/documents/
2022/12/07/2022-26554/commonSUMMARY:
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FOR FURTHER INFORMATION CONTACT:
Stephanie S. Jones, U.S. Department of
Education, 400 Maryland Avenue SW,
Washington, DC 20202–5970.
Telephone: (202) 453–5563. Email:
DeveloperCompetition2024@ed.gov.
If you are deaf, hard of hearing, or
have a speech disability and wish to
access telecommunications relay
services, please dial 7–1–1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The major
purposes of the CSP are to expand
opportunities for all students,
particularly for children with
disabilities,1 English learners, and other
traditionally underserved students, to
attend charter schools and meet
challenging State academic standards;
provide financial assistance for the
planning, program design, and initial
implementation of charter schools;
increase the number of high-quality
charter schools available to students
across the United States; evaluate the
impact of charter schools on student
achievement, families, and
communities; share best practices
between charter schools and other
public schools; aid States in providing
facilities support to charter schools;
support efforts to strengthen the charter
school authorizing process; and support
quality, accountability, and
transparency in the operational
performance of all authorized public
chartering agencies, including State
educational agencies (SEAs) and local
educational agencies (LEAs) (section
4301 of the Elementary and Secondary
Education Act of 1965, as amended by
the Every Student Succeeds Act
(ESEA)).
The CSP Developer Grant program
(Assistance Listing Numbers 84.282B
and 84.282E) is authorized under Title
IV, Part C of the ESEA (20 U.S.C. 7221–
7221j). Through CSP Developer Grants,
the Department provides financial
assistance to charter school developers
to enable them to open and prepare for
the operation of new or replicated
charter schools or to expand highquality charter schools in States that do
not currently have a CSP State Entity
grant under the ESEA. Charter schools
that receive financial assistance through
CSP Developer Grants provide
elementary or secondary education
1 Terms defined in this notice are italicized the
first time each term is used.
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programs, or both, and may also serve
students in early childhood education
programs or postsecondary students,
consistent with the terms of their
charter.
Background: This notice invites
applications from eligible applicants for
two types of grants: (1) Grants to Charter
School Developers for the Opening of
New Charter Schools (Assistance Listing
Number 84.282B) and (2) Grants to
Charter School Developers for the
Replication and Expansion of HighQuality Charter Schools (Assistance
Listing Number 84.282E). Under this
competition, each Assistance Listing
Number constitutes its own funding
category. The Secretary intends to
award grants under each Assistance
Listing Number for applications that are
sufficiently high quality.
‘‘Raise the Bar: Lead the World’’
(RTB) is the Department’s call to action
to all stakeholders to transform prekindergarten through postsecondary
education and unite around evidencebased strategies that advance
educational equity and excellence for all
students.2 When we raise the bar in
education, all our Nation’s students will
be able to build the skills to thrive
inside and outside of school. As part of
the RTB initiative, the Department is
focusing on six strategies aimed at
promoting academic excellence and
wellness for every learner and better
preparing our Nation for global
competitiveness.3 The competitive
preference and invitational priorities
selected for this program are intended to
help advance several RTB strategies,
most notably those intended to deliver
a comprehensive and rigorous education
for every student and provide every
student with a pathway to
multilingualism.
Further, in July 2022, the Department
published in the Federal Register a
notice of final priorities, requirements,
definitions, and selection criteria for
this program (87 FR 40406) (2022 NFP),
which supplements the program statute
and notice of final priorities,
requirements, definitions, and selection
criteria for CSP Developer Grants
published in the Federal Register on
July 3, 2019 (84 FR 31726) (2019 NFP).
The 2022 NFP is intended to support
the creation, replication, and expansion
of high-quality charter schools.
This notice includes one competitive
preference priority and two invitational
2 https://www.ed.gov/raisethebar/.
3 The
six strategies of Raise the Bar include:
accelerating learning, developing a well-rounded
education, eliminating the educator shortage,
investing in mental health, ensuring every student
has a postsecondary pathway, and a pathway to
multilingualism.
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priorities. The first invitational priority
is designed to encourage collaboration
between charter schools and traditional
public schools or traditional school
districts that benefit students and
families across schools and was taken
from the 2022 NFP. The types of
collaborations sought under this priority
can support improved opportunities and
outcomes for students in both charter
schools and traditional public schools,
including by sharing instructional
materials, creating joint professional
learning opportunities, and developing
principal pipeline programs. The
second invitational priority for this
competition encourages high-quality
charter schools to create pathways to
multilingualism for students,
particularly underserved students. Highquality multilingual programming
provides English learners and native
English speakers with the opportunity
to become bilingual and biliterate and
may support Native American language
education and preservation. It also
celebrates the assets of English learners
while supporting English language
acquisition and promoting academic
excellence, and may support efforts to
promote school and classroom
diversity.4 Using invitational priorities
allows the Department to encourage
beneficial collaborations and pathways
to multilingualism that can better
prepare all students for a global society
and economy without giving
applications that meet this priority
preference over other applications.
The priorities, application
requirements, assurances, selection
criteria, and definitions in this notice
are designed to increase access to highquality, diverse, and equitable learning
opportunities, which is consistent with
the RTB initiative and the Department’s
goals for all public schools.
Priorities: This competition includes
one competitive preference priority and
two invitational priorities. In
accordance with 34 CFR
75.105(b)(2)(iv), the competitive
preference priority is from the 2022
NFP.
Competitive Preference Priority: For
FY 2024 and any subsequent year in
which we make awards from the list of
unfunded applications from this
competition, this priority is a
competitive preference priority.
For Assistance Listing Numbers
84.282B and 84.282E, under 34 CFR
4 Kotok, Stephen, and David DeMatthews.
‘‘Challenging School Segregation in the TwentyFirst Century: How Districts Can Leverage Dual
Language Education to Increase School and
Classroom Diversity.’’ Clearing House: A Journal of
Educational Strategies, Issues and Ideas 91.1 (2018):
1–6.
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75.105(c)(2)(i), we will award up to an
additional 5 points to an application
that meets the competitive preference
priority, depending on how well the
application meets the priority.
The priority is:
Promoting High-Quality Educatorand Community-Centered Charter
Schools to Support Underserved
Students (up to 5 points).
(a) Under this priority, an applicant
must propose to open a new charter
school, or to replicate or expand a highquality charter school, that is developed
and implemented—
(1) With meaningful and ongoing
engagement with current or former
teachers and other educators; and
(2) Using a community-centered
approach that includes an assessment of
community assets, informs the
development of the charter school, and
includes the implementation of
protocols and practices designed to
ensure that the charter school will use
and interact with community assets on
an ongoing basis to create and maintain
strong community ties.
(b) In its application, an applicant
must provide a high-quality plan that
demonstrates how its proposed project
would meet the requirements in
paragraph (a) of this priority,
accompanied by a timeline for key
milestones that span the course of
planning, development, and
implementation of the charter school.
(2022 NFP)
Invitational Priorities: For FY 2024,
and any subsequent year in which we
make awards from the list of unfunded
applications from this competition,
these priorities are invitational
priorities. Under 34 CFR 75.105(c)(1),
we do not give an application that meets
an invitational priority a competitive or
absolute preference over other
applications.
These priorities are:
Invitational Priority 1—Collaborations
between Charter Schools and
Traditional Public Schools or Districts
that Benefit Students and Families
across Schools.
(a) The Secretary is particularly
interested in learning more about how
applicants propose a new collaboration,
or the continuation of an existing
collaboration, with at least one
traditional public school or traditional
school district that is designed to benefit
students or families served by at least
one member of the collaboration, is
designed to lead to increased or
improved educational opportunities for
students served by at least one member
of the collaboration, and includes
implementation of one or more of the
following—
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(1) Co-developed or shared curricular
and instructional resources or academic
course offerings.
(2) Professional development
opportunities for teachers and other
educators, which may include
professional learning communities,
opportunities for teachers to earn
additional certifications, such as in a
high-need area or national board
certification, and partnerships with
educator preparation programs to
support teaching residencies.
(3) Evidence-based practices to
improve academic performance for
underserved students.
(4) Policies and practices to create
safe, supportive, and inclusive learning
environments, such as systems of
positive behavioral intervention and
support.
(5) Transparent enrollment and
retention practices and processes that
include clear and consistent disclosure
to families of policies or requirements
(e.g., discipline policies, purchasing and
wearing specific uniforms and other
fees, or family participation), and any
services that are or are not provided,
that could impact a family’s ability to
enroll or remain enrolled in the school
(e.g., transportation services or
participation in the National School
Lunch Program).
(6) A shared transportation plan and
system that reduces transportation costs
for at least one member of the
collaboration and takes into
consideration various transportation
options, including public transportation
and district-provided or shared
transportation options, cost-sharing or
free or reduced-cost fare options, and
any distance considerations for
prioritized bus services.
(7) A shared special education
collaborative designed to address a
significant barrier or challenge faced by
participating charter schools or
traditional public schools in improving
academic and developmental outcomes
and services for students with
disabilities (as defined in section 8101
of the ESEA).
(8) A shared English learner
collaborative designed to address a
significant barrier or challenge faced by
participating charter schools or
traditional public schools in providing
educational programs to improve
academic outcomes for English learners.
(9) Other collaborations, such as the
sharing of innovative and best practices,
designed to address a significant barrier
or challenge faced by participating
charter schools or traditional public
schools in providing educational
programs to improve academic
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outcomes for all students served by
members of the collaboration.
(b) In its application, an applicant
must provide a description of the
collaboration that—
(1) Describes each member of the
collaboration and whether the
collaboration would be a new or
existing commitment;
(2) States the purpose and duration of
the collaboration;
(3) Describes the anticipated roles and
responsibilities of each member of the
collaboration;
(4) Describes how the collaboration
will benefit one or more members of the
collaboration, including how it will
benefit students or families affiliated
with a member and lead to increased
educational opportunities for students,
and meet specific and measurable, if
applicable, goals;
(5) Describes the resources members
of the collaboration will contribute; and
(6) Contains any other relevant
information.
(c) Within 120 days of receiving a
grant award or within 120 days of the
date the collaboration is scheduled to
begin, whichever is later, the grantee
provides evidence of participation in
the collaboration (which may include,
but is not required to include, a
memorandum of understanding).
Invitational Priority 2—Promoting
Pathways to Multilingualism.
The Secretary is particularly
interested in learning more about how
applicants propose to replicate or
expand high-quality charter schools
with multilingual programming that is
centered on the needs and assets of the
community the schools serve and is
designed to provide students,
particularly underserved students, with
pathways to multilingualism through
any of the following—
(a) Dual language programs that offer
academic instruction in two languages
and are designed to enroll both English
learners and native English speakers on
an equitable basis and ensure all
students become bilingual and biliterate
in both languages.
(b) A mission and focus on supporting
Native American language education
and development, such as through dual
language programs or other instructional
models and teaching methods that
reflect and preserve Native American
language, culture, and history.
(c) A mission and focus on meeting
the unique educational needs and
celebrating the assets of English learners
using evidence-based practices to
support English language acquisition
and promote academic excellence.
(d) Other innovative or evidencebased strategies to promote
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multilingualism, including approaches
to recruit, support, and retain
multilingual educators.
Definitions:
The following definitions are from
sections 4310 (20 U.S.C. 7221i) and
8101 (20 U.S.C. 7801) of the ESEA, 34
CFR 77.1, and the 2019 and 2022 NFPs.
Ambitious means promoting
continued, meaningful improvement for
program participants or for other
individuals or entities affected by the
grant or representing a significant
advancement in the field of education
research, practices, or methodologies.
When used to describe a performance
target, whether a performance target is
ambitious depends upon the context of
the relevant performance measure and
the baseline for that measure. (34 CFR
77.1)
Authorized public chartering agency
means a State educational agency, local
educational agency, or other public
entity that has the authority pursuant to
State law and approved by the Secretary
to authorize or approve a charter school.
(Section 4310(1) of the ESEA)
Baseline means the starting point
from which performance is measured
and targets are set. (34 CFR 77.1)
Charter management organization
means a nonprofit organization that
operates or manages a network of
charter schools linked by centralized
support, operations, and oversight.
(Section 4310(3) of the ESEA)
Charter school means a public school
that—
(1) In accordance with a specific State
statute authorizing the granting of
charters to schools, is exempt from
significant State or local rules that
inhibit the flexible operation and
management of public schools, but not
from any rules relating to the other
requirements of this definition;
(2) Is created by a developer as a
public school, or is adapted by a
developer from an existing public
school, and is operated under public
supervision and direction;
(3) Operates in pursuit of a specific
set of educational objectives determined
by the school’s developer and agreed to
by the authorized public chartering
agency;
(4) Provides a program of elementary
or secondary education, or both;
(5) Is nonsectarian in its programs,
admissions policies, employment
practices, and all other operations, and
is not affiliated with a sectarian school
or religious institution; 5
5 The Department will apply this element of the
definition of ‘‘charter school’’ consistent with
applicable U.S. Supreme Court precedent,
including Trinity Lutheran Church of Columbia,
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(6) Does not charge tuition;
(7) Complies with the Age
Discrimination Act of 1975, title VI of
the Civil Rights Act of 1964, title IX of
the Education Amendments of 1972,
section 504 of the Rehabilitation Act of
1973, the Americans with Disabilities
Act of 1990 (42 U.S.C. 12101 et seq.),
section 444 of GEPA (20 U.S.C. 1232g)
(commonly referred to as the ‘‘Family
Educational Rights and Privacy Act of
1974’’), and part B of the Individuals
with Disabilities Education Act (IDEA);
(8) Is a school to which parents
choose to send their children, and
that—
(i) Admits students on the basis of a
lottery, consistent with section
4303(c)(3)(A) of the ESEA, if more
students apply for admission than can
be accommodated; or
(ii) In the case of a school that has an
affiliated charter school (such as a
school that is part of the same network
of schools), automatically enrolls
students who are enrolled in the
immediate prior grade level of the
affiliated charter school and, for any
additional student openings or student
openings created through regular
attrition in student enrollment in the
affiliated charter school and the
enrolling school, admits students on the
basis of a lottery as described in clause
(i);
(9) Agrees to comply with the same
Federal and State audit requirements as
do other elementary schools and
secondary schools in the State, unless
such State audit requirements are
waived by the State;
(10) Meets all applicable Federal,
State, and local health and safety
requirements;
(11) Operates in accordance with
State law;
(12) Has a written performance
contract with the authorized public
chartering agency in the State that
includes a description of how student
performance will be measured in charter
schools pursuant to State assessments
that are required of other schools and
pursuant to any other assessments
mutually agreeable to the authorized
public chartering agency and the charter
school; and
(13) May serve students in early
childhood education programs or
postsecondary students. (Section
4310(2) of the ESEA)
Note: Pursuant to section 4310(1) of
the ESEA, for a school to qualify as a
charter school under this definition and
receive Federal CSP funds, the
Inc. v. Comer, 582 U.S. 449 (2017), Espinoza v.
Montana Department of Revenue, 140 S. Ct. 2246
(2020), and Carson v. Makin, 142 S. Ct. 1987 (2022).
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authorized public chartering agency that
issues the charter or performance
contract must be an SEA, LEA, or other
public entity with authority pursuant to
State law to approve a charter school.
Under 34 CFR 77.1, public, ‘‘as applied
to an agency, organization, or
institution, means that the agency,
organization, or institution is under the
administrative supervision or control of
a government other than the Federal
Government.’’
Child with a disability means—
(1) A child (i) with intellectual
disabilities, hearing impairments
(including deafness), speech or language
impairments, visual impairments
(including blindness), serious emotional
disturbance (referred to as ‘‘emotional
disturbance’’), orthopedic impairments,
autism, traumatic brain injury, other
health impairments, specific learning
disabilities, deaf-blindness, or multiple
disabilities; and (ii) who, by reason
thereof, needs special education and
related services.
(2) For a child aged 3 through 9 (or
any subset of that age range, including
ages 3 through 5), may, at the discretion
of the State and the LEA, include a child
(i) experiencing developmental delays,
as defined by the State and as measured
by appropriate diagnostic instruments
and procedures, in one or more of the
following areas: physical development;
cognitive development; communication
development; social or emotional
development; or adaptive development;
and (ii) who, by reason thereof, needs
special education and related services.
(Section 8101(4) of the ESEA)
Community assets means resources
that can be identified and mobilized to
improve conditions in the charter
school and local community. These
assets may include—
(1) Human assets, including
capacities, skills, knowledge base, and
abilities of individuals within a
community; and
(2) Social assets, including networks,
organizations, businesses, and
institutions that exist among and within
groups and communities. (2022 NFP)
Demonstrates a rationale means a key
project component included in the
project’s logic model is informed by
research or evaluation findings that
suggest the project component is likely
to improve relevant outcomes. (34 CFR
77.1)
Developer means an individual or
group of individuals (including a public
or private nonprofit organization),
which may include teachers,
administrators and other school staff,
parents, or other members of the local
community in which a charter school
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project will be carried out. (Section
4310(5) of the ESEA)
Disconnected youth means an
individual, between the ages of 14 and
24, who may be from a low-income
background, experiences homelessness,
is in foster care, is involved in the
justice system, or is not working or not
enrolled in (or at risk of dropping out of)
an educational institution. (2022 NFP)
Early childhood education program
means—
(1) A Head Start program or an Early
Head Start program carried out under
the Head Start Act (42 U.S.C. 9831 et
seq.), including a migrant or seasonal
Head Start program, an Indian Head
Start program, or a Head Start program
or an Early Head Start program that also
receives State funding;
(2) A State licensed or regulated child
care program;
(3) A program that—
(i) Serves children from birth through
age 6 that addresses the children’s
cognitive (including language, early
literacy, and early mathematics), social,
emotional, and physical development;
and
(ii) Is (A) a State prekindergarten
program; (B) a program authorized
under section 619 (20 U.S.C. 1419) or
part C of the IDEA; or (C) a program
operated by an LEA. (ESEA section
8101(16))
Educationally disadvantaged student
means a student in one or more of the
categories described in section
1115(c)(2) of the ESEA, which include
children who are economically
disadvantaged, students who are
children with disabilities, migrant
students, English learners, neglected or
delinquent students, homeless students,
and students who are in foster care.
(2019 NFP)
Educator means an individual who is
an early learning educator, teacher,
principal or other school or district
leader, specialized instructional support
personnel (e.g., school psychologist,
counselor, school social worker, early
intervention service personnel),
paraprofessional, or faculty. (2022 NFP)
English learner, when used with
respect to an individual, means an
individual—
(1) Who is aged 3 through 21;
(2) Who is enrolled or preparing to
enroll in an elementary school or
secondary school;
(3)(i) Who was not born in the United
States or whose native language is a
language other than English;
(ii)(A) Who is a Native American or
Alaska Native, or a native resident of the
outlying areas; and
(B) Who comes from an environment
where a language other than English has
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had a significant impact on the
individual’s level of English language
proficiency; or
(iii) Who is migratory, whose native
language is a language other than
English, and who comes from an
environment where a language other
than English is dominant; and
(4) Whose difficulties in speaking,
reading, writing, or understanding the
English language may be sufficient to
deny the individual—
(i) The ability to meet the challenging
State academic standards;
(ii) The ability to successfully achieve
in classrooms where the language of
instruction is English; or
(iii) The opportunity to participate
fully in society. (Section 8101(20) of the
ESEA)
Evidence-based means—
(1) In general.—The term ‘evidencebased’, when used with respect to a
State, local educational agency, or
school activity, means an activity,
strategy, or intervention that—
(i) Demonstrates a statistically
significant effect on improving student
outcomes or other relevant outcomes
based on—
(A) Strong evidence from at least one
well-designed and well-implemented
experimental study;
(B) Moderate evidence from at least
one well-designed and wellimplemented quasi-experimental study;
or
(C) Promising evidence from at least
one well-designed and wellimplemented correlational study with
statistical controls for selection bias; or
(ii)(A) Demonstrates a rationale based
on high-quality research findings or
positive evaluation that such activity,
strategy, or intervention is likely to
improve student outcomes or other
relevant outcomes; and
(B) Includes ongoing efforts to
examine the effects of such activity,
strategy, or intervention. (Section
8101(21) of the ESEA)
Expand, when used with respect to a
high-quality charter school, means to
significantly increase enrollment or add
one or more grades to the high-quality
charter school. (Section 4310(7) of the
ESEA)
High-quality charter school means a
charter school that—
(1) Shows evidence of strong
academic results, which may include
strong student academic growth, as
determined by a State;
(2) Has no significant issues in the
areas of student safety, financial and
operational management, or statutory or
regulatory compliance;
(3) Has demonstrated success in
significantly increasing student
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academic achievement, including
graduation rates where applicable, for
all students served by the charter
school; and
(4) Has demonstrated success in
increasing student academic
achievement, including graduation rates
where applicable, for each of the
subgroups of students, as defined in
section 1111(c)(2) of the ESEA, except
that such demonstration is not required
in a case in which the number of
students in a group is insufficient to
yield statistically reliable information or
the results would reveal personally
identifiable information about an
individual student. (Section 4310(8) of
the ESEA)
Logic model (also referred to as theory
of action) means a framework that
identifies key project components of the
proposed project (i.e., the active
‘‘ingredients’’ that are hypothesized to
be critical to achieving the relevant
outcomes) and describes the theoretical
and operational relationships among the
key project components and relevant
outcomes. (34 CFR 77.1)
Parent includes a legal guardian or
other person standing in loco parentis
(such as a grandparent or stepparent
with whom the child lives, or a person
who is legally responsible for the child’s
welfare). (Section 8101(38) of the ESEA)
Performance measure means any
quantitative indicator, statistic, or
metric used to gauge program or project
performance. (34 CFR 77.1)
Performance target means a level of
performance that an applicant would
seek to meet during the course of a
project or as a result of a project. (34
CFR 77.1)
Project component means an activity,
strategy, intervention, process, product,
practice, or policy included in a project.
Evidence may pertain to an individual
project component or to a combination
of project components (e.g., training
teachers on instructional practices for
English learners and follow-on coaching
for these teachers). (34 CFR 77.1)
Public as applied to an agency,
organization, or institution, means that
the agency, organization, or institution
is under the administrative supervision
or control of a government other than
the Federal government. (34 CFR 77.1)
Relevant outcome means the student
outcome(s) or other outcome(s) the key
project component is designed to
improve, consistent with the specific
goals of the program. (34 CFR 77.1)
Replicate, when used with respect to
a high-quality charter school, means to
open a new charter school, or a new
campus of a high-quality charter school,
based on the educational model of an
existing high-quality charter school,
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under an existing charter or an
additional charter, if permitted or
required by State law. (Section 4310(9)
of the ESEA)
Underserved student means a student
in one or more of the following
subgroups:
(1) A student who is living in poverty
or is served by schools with high
concentrations of students living in
poverty.
(2) A student of color.
(3) A student who is a member of a
federally recognized Indian Tribe.
(4) An English learner.
(5) A child or student with a
disability.
(6) A disconnected youth.
(7) A migrant student.
(8) A student experiencing
homelessness or housing insecurity.
(9) A student who is in foster care.
(10) A pregnant, parenting, or
caregiving student.
(11) A student impacted by the justice
system, including a formerly
incarcerated student.
(12) A student performing
significantly below grade level. (2022
NFP)
Application Requirements:
Applications for CSP Developer Grant
funds must address the following
application requirements. These
requirements are from section 4303(f) 6
of the ESEA and the 2019 and 2022
NFPs. The source of each requirement is
provided in parentheses following each
requirement. The Department will not
fund an application that does not meet
each applicable application
requirement.
In addressing the application
requirements, applicants must clearly
identify which application requirement
they are addressing. Except as otherwise
provided, an applicant may choose to
respond to each requirement separately
or in the context of the applicant’s
responses to the selection criteria in
section V.1 of this notice.
Grants to Charter School Developers
for the Opening of New Charter Schools
(Assistance Listing Number 84.282B)
and for the Replication and Expansion
of High-Quality Charter Schools
(Assistance Listing Number 84.282E).
Applicants for grants under
Assistance Listing Numbers 84.282B or
84.282E must address the following
6 Under section 4305(c) of the ESEA, CSP
Developer Grants must have the same terms and
conditions as grants awarded to State entities under
section 4303. For clarity, with respect to
requirements that derive from section 4303, the
Department has, as applicable, omitted the term
‘‘State entity’’ or replaced it with ‘‘eligible
applicant.’’ In addition, the Department has
replaced ‘‘State entity’s program’’ and ‘‘subgrant,’’
respectively, with ‘‘program’’ and ‘‘grant.’’
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application requirements. An applicant
must respond to the requirements in
paragraph (a) in a stand-alone section of
the application or in an appendix.
(a) Describe the eligible applicant’s
objectives in running a quality charter
school program and how the objectives
of the program will be carried out,
including—
(1) How the eligible applicant will
ensure that charter schools receiving
funds under this program meet the
educational needs of their students,
including children with disabilities and
English learners (Section
4303(f)(1)(A)(x) of the ESEA);
(2) A description of the roles and
responsibilities of eligible applicants,
partner organizations, and charter
management organizations, including
the administrative and contractual roles
and responsibilities of such partners
(Section 4303(f)(1)(C)(i)(I) of the ESEA);
(3) A description of the quality
controls agreed to between the eligible
applicant and the authorized public
chartering agency involved, such as a
contract or performance agreement, how
a school’s performance in the State’s
accountability system and impact on
student achievement (which may
include student academic growth) will
be one of the most important factors for
renewal or revocation of the school’s
charter, and how the authorized public
chartering agency involved will reserve
the right to revoke or not renew a
school’s charter based on financial,
structural, or operational factors
involving the management of the school
(Section 4303(f)(1)(C)(i)(II) of the ESEA);
(4) A description of how the
autonomy and flexibility granted to a
charter school is consistent with the
definition of a charter school in section
4310 of the ESEA (Section
4303(f)(1)(C)(i)(III) of the ESEA);
(5) A description of how the eligible
applicant will solicit and consider input
from parents and other members of the
community on the implementation and
operation of each charter school that
will receive funds under the grant
(Section 4303(f)(1)(C)(i)(IV) of the
ESEA);
(6) A description of the eligible
applicant’s planned activities and
expenditures of grant funds to support
the activities described in section
4303(b)(1) of the ESEA, and how the
eligible applicant will maintain
financial sustainability after the end of
the grant period (Section
4303(f)(1)(C)(i)(V) of the ESEA);
(7) A description of how the eligible
applicant will support the use of
effective parent, family, and community
engagement strategies to operate each
charter school that will receive funds
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under the grant (Section
4303(f)(1)(C)(i)(VI) of the ESEA); and
(8) A description of how the eligible
applicant will ensure that each charter
school receiving funds under this
program has considered and planned for
the transportation needs of the school’s
students (Section 4303(f)(1)(E) of the
ESEA).
(b) Describe the educational program
that the applicant will implement in the
charter school receiving funding under
this program, including—
(1) Information on how the program
will enable all students to meet the
challenging State academic standards;
(2) The grade levels or ages of
students who will be served; and
(3) The instructional practices that
will be used. (2019 NFP)
(c) Describe how the applicant will
ensure that the charter school that will
receive funds will recruit, enroll, and
retain students, including educationally
disadvantaged students, which include
children with disabilities and English
learners. (2019 NFP)
(d) Describe the lottery and
enrollment procedures that the
applicant will use for the charter school
if more students apply for admission
than can be accommodated and, if the
applicant proposes to use a weighted
lottery, how the weighted lottery
complies with section 4303(c)(3)(A) of
the ESEA. (2019 NFP)
(e) Provide a complete logic model (as
defined in 34 CFR 77.1) for the grant
project. The logic model must include
the applicant’s objectives for
implementing a new charter school or
replicating or expanding a high-quality
charter school with funding under this
competition. (2019 NFP)
(f) Provide a budget narrative, aligned
with the activities, target grant project
outputs, and outcomes described in the
logic model, that outlines how grant
funds will be expended to carry out
planned activities. (2019 NFP)
(g) If the applicant proposes to open
a new charter school (Assistance Listing
Number 84.282B) or proposes to
replicate or expand a high-quality
charter school (Assistance Listing
Number 84.282E) that provides a singlesex educational program, demonstrate
that the proposed single-sex educational
programs are in compliance with the
title IX of the Education Amendments of
1972 (20 U.S.C. 1681, et seq.) (‘‘Title
IX’’) and its implementing regulations,
including 34 CFR 106.34. (2019 NFP)
(h) Provide the applicant’s most
recent available independently audited
financial statements prepared in
accordance with generally accepted
accounting principles. (2019 NFP)
(i) Provide—
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(1) A request and justification for
waivers of any Federal statutory or
regulatory provisions that the eligible
entity believes are necessary for the
successful operation of the charter
school to be opened or to be replicated
or expanded; and
(2) A description of any State or local
rules, generally applicable to public
schools, that will be waived or
otherwise not apply to the school that
will receive funds. (2019 NFP)
(j) Describe how each school that will
receive funds meets the definition of
charter school under section 4310(2) of
the ESEA. (2019 NFP)
(k) Provide a needs analysis and
describe the need for the proposed
project, including how the proposed
project would serve the interests and
meet the needs of students and families
in the communities the charter school
intends to serve. The needs analysis,
which may consist of information and
documents previously submitted to an
authorized public chartering agency to
address need, must include, but is not
necessarily limited to, the following—
(1) Descriptions of the local
community support, including
information that demonstrates interest
in, and need for, the charter school;
benefits to the community; and other
evidence of demand for the charter
school that demonstrates a strong
likelihood the charter school will
achieve and maintain its enrollment
projections. Such information may
include information on waiting lists for
the proposed charter school or existing
charter schools or traditional public
schools, data on access to seats in highquality public schools in the districts
from which the charter school expects
to draw students, or evidence of family
interest in specialized instructional
approaches proposed to be implemented
at the charter school.
(2) Information on the proposed
charter school’s projected student
enrollment, and evidence to support the
projected enrollment based on the needs
analysis and other relevant data and
factors, such as the methodology and
calculations used.
(3) An analysis of the proposed
charter school’s projected student
demographics and a description of the
demographics of students attending
public schools in the local community
in which the proposed charter school
would be located and the school
districts from which students are, or
would be, drawn to attend the charter
school; a description of how the
applicant plans to establish and
maintain a racially and
socioeconomically diverse student
body, including proposed strategies
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(that are consistent with applicable legal
requirements) to recruit, admit, enroll,
and retain a diverse student body. An
applicant that is unlikely to establish
and maintain a racially and
socioeconomically diverse student body
at the proposed charter school because
the charter school would be located in
a racially or socioeconomically
segregated or isolated community, or
due to the charter school’s specific
educational mission, must describe—
(i) Why it is unlikely to establish and
maintain a racially and
socioeconomically diverse student body
at the proposed charter school;
(ii) How the anticipated racial and
socioeconomic makeup of the student
body would promote the purposes of the
CSP, including to provide high-quality
educational opportunities to
underserved students, which may
include a specialized educational
program or mission; and
(iii) The anticipated impact of the
proposed charter school on the racial
and socioeconomic diversity of the
public schools and school districts from
which students would be drawn to
attend the charter school.
(4) A robust family and community
engagement plan designed to ensure the
active participation of families and the
community that includes the
following—
(i) How families and the community
were, are, or will be engaged in
determining the vision and design for
the charter school, including specific
examples of how families’ and the
community’s input was, is, or is
expected to be incorporated into the
vision and design for the charter school.
(ii) How the charter school will
meaningfully engage with both families
and the community to create strong and
ongoing partnerships.
(iii) How the charter school will foster
a collaborative culture that involves the
families of all students, including
underserved students, in ensuring their
ongoing input in school decisionmaking.
(iv) How the charter school’s
recruitment, admissions, enrollment,
and retention policies and practices will
engage and accommodate students and
families from diverse backgrounds,
including English learners, students
with disabilities, and students of color,
including holding enrollment and
recruitment events on weekends or
during nonstandard work hours, making
interpreters available, and providing
enrollment and recruitment information
in widely accessible formats (e.g., hard
copy and online in multiple languages;
as appropriate, large print or braille for
visually impaired individuals) through
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widely available and transparent means
(e.g., online and at community
locations).
(v) How the charter school has
engaged or will engage families and the
community to develop an instructional
model to best serve the targeted student
population and their families, including
students with disabilities and English
learners.
(5) How the plans for the operation of
the charter school will support and
reflect the needs of students and
families in the community, including
consideration of district or community
assets and how the school’s location, or
anticipated location if a facility has not
been secured, will facilitate access for
the targeted student population (e.g.,
access to public transportation or other
transportation options, the
demographics of neighborhoods within
walking distance of the school, and
transportation plans and costs for
students who are not able to walk or use
public transportation to access the
school).
(6) A description of the steps the
applicant has taken or will take to
ensure that the proposed charter school
(1) would not hamper, delay, or
negatively affect any desegregation
efforts in the local community in which
the charter school would be located or
in the public school districts from
which students are, or would be, drawn
to attend the charter school, including
efforts to comply with a court order,
statutory obligation, or voluntary efforts
to create and maintain desegregated
public schools; and (2) to ensure that
the proposed charter school would not
otherwise increase racial or
socioeconomic segregation or isolation
in the schools from which the students
are, or would be, drawn to attend the
charter school (2022 NFP);
(l) For any existing or proposed
contract with a for-profit management
organization (including a nonprofit
management organization operated by
or on behalf of a for-profit entity),
without regard to whether the
management organization or its related
entities exercise full or substantial
administrative control over the charter
school or the CSP project, provide the
following information or equivalent
information that the applicant has
submitted to the authorized public
chartering agency—
(1) A copy of the existing contract
with the for-profit management
organization or a description of the
terms of the contract, including the
name and contact information of the
management organization; the cost (i.e.,
fixed costs and estimates of any ongoing
costs), including the amount of CSP
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funds proposed to be used toward such
cost, and the percentage such cost
represents of the school’s total funding;
the duration; roles and responsibilities
of the management organization; and
steps the applicant will take to ensure
that it pays fair market value for any
services or other items purchased or
leased from the management
organization, makes all programmatic
decisions, maintains control over all
CSP funds, and directly administers or
supervises the administration of the
grant in accordance with 34 CFR 75.701;
(2) A description of any business or
financial relationship between the
charter school developer and the
management organization, including
payments, contract terms, and any
property owned, operated, or controlled
by the management organization or
related individuals or entities that will
be used by the charter school;
(3) The name and contact information
for each member of the governing board
of the charter school and list of the
management organization’s officers,
chief administrator, and other
administrators, and any staff involved in
approving or executing the management
contract; and a description of any actual
or perceived conflicts of interest,
including financial interests, and how
the applicant resolved or will resolve
any actual or perceived conflicts of
interest to ensure compliance with 2
CFR 200.318(c);
(4) A description of how the applicant
will ensure that members of the
governing board of the charter school
are not selected, removed, controlled, or
employed by the management
organization and that the charter
school’s legal, accounting, and auditing
services will be procured independently
from the management organization);
(5) An explanation of how the
applicant will ensure that the
management contract is severable,
severing the management contract will
not cause the proposed charter school to
close, the duration of the management
contract will not extend beyond the
expiration date of the school’s charter,
and renewal of the management contract
will not occur without approval and
affirmative action by the governing
board of the charter school; and
(6) A description of the steps the
applicant will take to ensure that it
maintains control over all student
records and has a process in place to
provide those records to another public
school or school district in a timely
manner upon the transfer of a student
from the charter school to another
public school, including due to closure
of the charter school, in accordance
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with section 4308 of the ESEA (2022
NFP).
(m) Provide—
(1) The name and address of the
authorized public chartering agency that
issued the applicant’s approved charter
or, in the case of an applicant that has
not yet received an approved charter,
the authorized public chartering agency
to which the applicant has applied;
(2) A copy of the approved charter or,
in the case of an applicant that has not
yet received an approved charter, a copy
of the charter application that was
submitted to the authorized public
chartering agency, including the date
the application was submitted, and an
estimated date by which the authorized
public chartering agency will issue its
final decision on the charter
application;
(3) Documentation that the applicant
has provided notice to the authorized
public chartering agency that it has
applied for a CSP grant; and
(4) A proposed budget, including a
detailed description of any post-award
planning costs and, for an applicant that
does not yet have an approved charter,
any planning costs expected to be
incurred prior to the date the authorized
public chartering agency issues a
decision on the charter application.
(2022 NFP)
Grants for the Replication and
Expansion of High-Quality Charter
Schools (Assistance Listing Number
84.282E).
In addition to the preceding
application requirements, applicants for
grants under Assistance Listing Number
84.282E must—
(a) For each charter school currently
operated or managed by the applicant,
provide—
(1) Information that demonstrates that
the school is treated as a separate school
by its authorized public chartering
agency and the State, including for
purposes of accountability and reporting
under title I, part A of the ESEA;
(2) Student assessment results for all
students and for each subgroup of
students described in section 1111(c)(2)
of the ESEA;C
(3) Attendance and student retention
rates for the most recently completed
school year and, if applicable, the most
recent available four-year adjusted
cohort graduation rates and extended
year adjusted cohort graduation rates;
and
(4) Information on any significant
compliance and management issues
encountered within the last three school
years by the existing charter school
being operated or managed by the
eligible entity, including in the areas of
student safety and finance. (2019 NFP)
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Assurances:
All applicants for CSP Developer
Grants must provide the following
assurances. These assurances are from
section 4303(f)(2) of the ESEA and the
2022 NFP. The source of each assurance
is provided in parentheses following
each assurance.
Applicants for funds under this
program must provide assurances that—
(a) Each charter school receiving
funds through this program will have a
high degree of autonomy over budget
and operations, including autonomy
over personnel decisions (Section
4303(f)(2)(A) of the ESEA);
(b) The eligible applicant will support
charter schools in meeting the
educational needs of their students, as
described in section 4303(f)(1)(A)(x) of
the ESEA (Section 4303(f)(2)(B) of the
ESEA); and
(c) The eligible applicant will ensure
that each charter school receiving funds
under this program makes publicly
available, consistent with the
dissemination requirements of the
annual State report card under section
1111(h) of the ESEA, including on the
website of the school, information to
help parents make informed decisions
about the education options available to
their children, including—
(i) Information on the educational
program;
(ii) Student support services;
(iii) Parent contract requirements (as
applicable), including any financial
obligations or fees;
(iv) Enrollment criteria (as
applicable); and
(v) Annual performance and
enrollment data for each of the
subgroups of students, as defined in
section 1111(c)(2) of the ESEA, except
that such disaggregation of performance
and enrollment data shall not be
required in a case in which the number
of students in a group is insufficient to
yield statistically reliable information or
the results would reveal personally
identifiable information about an
individual student. (Section
4303(f)(2)(G) of the ESEA)
(d) Each applicant must provide an
assurance that it has not and will not
enter into a contract with a for-profit
management organization, including a
nonprofit management organization
operated by or on behalf of a for-profit
entity, under which the management
organization or its related entities
exercises full or substantial
administrative control over the charter
school and, thereby, the CSP project.
(2022 NFP)
(e) Each applicant must provide an
assurance that any management contract
between a charter school and a for-profit
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management organization, including a
nonprofit CMO operated by or on behalf
of a for-profit entity, guarantees or will
guarantee that—
(1) The charter school maintains
control over all CSP funds, makes all
programmatic decisions, and directly
administers or supervises the
administration of the grant;
(2) The management organization
does not exercise full or substantial
administrative control over the charter
school (and, thereby, the CSP project),
except that this does not limit the ability
of a charter school to enter into a
contract with a management
organization for the provision of
services that do not constitute full or
substantial control of the charter school
project funded under the CSP (e.g., food
or payroll services) and that otherwise
comply with statutory and regulatory
requirements;
(3) The charter school’s governing
board has access to financial and other
data pertaining to the charter school, the
management organization, and any
related entities; and
(4) The charter school is in
compliance with applicable Federal and
State laws and regulations governing
conflicts of interest, and there are no
actual or perceived conflicts of interest
between the charter school and the
management organization. (2022 NFP)
(f) Each applicant must provide an
assurance that it will post on its
website, on an annual basis, a copy of
any management contract between the
charter school and a for-profit
management organization, including a
nonprofit management organization
operated by or on behalf of a for-profit
entity, and report information on such
contract to the Department, including—
(1) A copy of the existing contract
with the for-profit management
organization or description of the terms
of the contract, including the name and
contact information of the management
organization; the cost (i.e., fixed costs
and estimates of any ongoing costs),
including the amount of CSP funds
proposed to be used toward such costs,
and the percentage such cost represents
of the charter school’s total funding; the
duration, roles and responsibilities of
the management organization; the steps
the charter will take to ensure that it
pays fair market value for any services
or other items purchased or leased from
the management organization; and the
steps the charter school is taking to
ensure that it makes all programmatic
decisions, maintains control over all
CSP funds, and directly administers or
supervises the administration of the
grant in accordance with 34 CFR 75.701;
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(2) A description of any business or
financial relationship between the
charter school developer or CMO and
the management organization, including
payments, contract terms, and any
property owned, operated, or controlled
by the management organization or
related individuals or entities to be used
by the charter school;
(3) The names and contact
information for each member of the
governing boards of the charter school
and a list of management organization’s
officers, chief administrator, and other
administrators, and any staff involved in
approving or executing the management
contract; and a description of any actual
or perceived conflicts of interest,
including financial interests, and how
the applicant resolved or will resolve
any actual or perceived conflicts of
interest to ensure compliance with 2
CFR 200.318(c); and
(4) A description of how the charter
school ensured that such contract is
severable and that a change in
management companies will not cause
the proposed charter school to close.
(2022 NFP)
(g) Each applicant must provide an
assurance that it will disclose, as part of
the enrollment process, any policies and
requirements (e.g., purchasing and
wearing specific uniforms and other
fees, or requirements for family
participation), and any services that are
or are not provided, that could impact
a family’s ability to enroll or remain
enrolled in the school (e.g.,
transportation services or participation
in the National School Lunch Program).
(2022 NFP)
(h) Each applicant must provide an
assurance that it will hold or participate
in a public hearing in the local
community in which the proposed
charter school would be located to
obtain information and feedback
regarding the potential benefit of the
charter school, which shall at least
include how the proposed charter
school will increase the availability of
high-quality public school options for
underserved students, promote racial
and socio-economic diversity in such
community or have an educational
mission to serve primarily underserved
students, and not increase racial or
socioeconomic segregation or isolation
in the school districts from which
students would be drawn to attend the
charter school (consistent with
applicable laws). Applicants must
ensure that the hearing (and notice
thereof) is accessible to individuals with
disabilities and limited English
proficient individuals as required by
law, actively solicit participation in the
hearing (i.e., provide widespread and
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timely notice of the hearing), make good
faith efforts to accommodate as many
people as possible (e.g., hold the hearing
at a convenient time for families or
provide virtual participation options),
and submit a summary of the comments
received as part of the application. The
hearing may be conducted as part of the
charter authorizing process, provided it
meets the requirements above. (2022
NFP)
(i) Each applicant must provide an
assurance that it will not use any
implementation funds for a charter
school until after the charter school has
received a charter from an authorized
public chartering agency and has a
contract, lease, mortgage, or other
documentation indicating that it has a
facility in which to operate. Consistent
with sections 4303(b)(1), 4303(h)(1)(B),
and 4310(6) of the ESEA, an eligible
applicant may use CSP planning funds
for post-award planning and design of
the educational program of a proposed
new or replicated high-quality charter
school that has not yet opened, which
may include hiring and compensating
teachers, school leaders, and specialized
instructional support personnel;
providing training and professional
development to staff; and other critical
planning activities that need to occur
prior to the charter school opening
when such costs cannot be met from
other sources. (2022 NFP)
Note: The Department recognizes that
the charter approval process may exceed
the 18-month planning period
prescribed under section 4303(d)(1)(B)
of the ESEA. In such a case, a grantee
may request a waiver from the
Department under section 4303(d)(5) to
enable the grantee to amend its
approved application to extend the 18month planning period prescribed by
section 4303(d)(1)(B). Under section
4303(d)(5) of the ESEA, the Secretary, in
his discretion, may waive any statutory
or regulatory requirement over which he
exercises administrative authority,
except the requirements related to the
definition of ‘‘charter school’’ in section
4310(2) of the ESEA, provided that the
waiver is requested in an approved
application and the Secretary
determines that granting the waiver will
promote the purposes of the CSP. A
grantee also may request approval from
the Department, as appropriate, to
amend its approved application and
budget to cover additional planning
costs that it may incur due to an
unexpected delay in the charter
approval process.
Program Authority: Title IV, part C of
the ESEA, as amended.
Note: Projects will be awarded and
must be operated in a manner consistent
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with the nondiscrimination
requirements contained in Federal civil
rights laws.
Applicable Regulations: (a) The
Education Department General
Administrative Regulations in 34 CFR
parts 75, 76, 77, 79, 81, 82, 84, 97, 98,
and 99. (b) The Office of Management
and Budget Guidelines to Agencies on
Governmentwide Debarment and
Suspension (Nonprocurement) in 2 CFR
part 180, as adopted and amended as
regulations of the Department in 2 CFR
part 3485. (c) The Uniform
Administrative Requirements, Cost
Principles, and Audit Requirements for
Federal Awards in 2 CFR part 200, as
adopted and amended as regulations of
the Department in 2 CFR part 3474. (d)
The 2019 and 2022 NFPs.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds:
$5,000,000.
Contingent upon the availability of
funds and the quality of applications,
we may make additional awards in
subsequent years from the list of
unfunded applications from this
competition.
Estimated Range of Awards: $150,000
to $400,000 per year.
Estimated Average Size of Awards:
$350,000 per year.
Maximum Award: See Reasonable and
Necessary Costs in section III.4 for
information regarding the maximum
amount of funds that may be awarded
per charter school.
Estimated Number of Awards: 10–14.
Note: The Department is not bound by
any estimates in this notice. The
estimated range and average size of
awards are based on a single 12-month
budget period. We may use available
funds to support multiple 12-month
budget periods for one or more grantees.
Project Period: Up to 60 months.
A grant awarded by the Secretary
under this competition may be for a
period of not more than 5 years, of
which the grantee may use not more
than 18 months for planning and
program design. (Section 4303(d)(1)(B)
of the ESEA)
III. Eligibility Information
1. Eligible Applicants:
Eligible applicants are developers that
have—
(a) Applied to an authorized public
chartering authority to operate a charter
school; and
(b) Provided adequate and timely
notice to that authority. (Section 4310(6)
of the ESEA).
Additionally, the charter school must
be located in a State with a State statute
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specifically authorizing the
establishment of charter schools (as
defined in section 4310(2) of the ESEA)
and in which a State entity currently
does not have a CSP State Entity grant
(Assistance Listing Number 84.282A)
under section 4303 of the ESEA.7
(Section 4305(a)(2) of the ESEA).
As a general matter, the Secretary
considers charter schools that have been
in operation for more than five years to
be past the initial implementation phase
and, therefore, ineligible to receive CSP
funds under Assistance Listing Number
84.282B to support the opening of a new
charter school or under Assistance
Listing Number 84.282E for the
replication of a high-quality charter
school; however, such schools may
receive CSP funds under Assistance
Listing Number 84.282E for the
expansion of a high-quality charter
school.
Note: Under 34 CFR 75.51, an
applicant may show that it is a
nonprofit organization by any of the
following means: (1) proof that the
Internal Revenue Service currently
recognizes the applicant as an
organization to which contributions are
tax deductible under section 501(c)(3) of
the Internal Revenue Code; (2) a
statement from a State taxing body or
the State attorney general certifying that
the organization is a nonprofit
organization operating within the State
and that no part of its net earnings may
lawfully benefit any private shareholder
or individual; (3) a certified copy of the
applicant’s certificate of incorporation
or similar document if it clearly
establishes the nonprofit status of the
applicant; or (4) any item described
above if that item applies to a State or
national parent organization, together
with a statement by the State or parent
organization that the applicant is a local
nonprofit affiliate.
2. a. Cost Sharing or Matching: This
competition does not require cost
sharing or matching.
b. Supplement-Not-Supplant: This
competition does not involve
supplement-not-supplant funding
requirements.
c. Indirect Cost Rate Information: This
program uses an unrestricted indirect
7 States in which a State entity currently has an
approved CSP State Entity grant application under
section 4303 of the ESEA that is actively running
subgrant competitions are Alabama, Connecticut,
District of Columbia, Florida, Georgia, Idaho,
Illinois, Indiana, Louisiana, Maryland,
Massachusetts, Minnesota, Mississippi, Missouri,
Nevada, New Hampshire, New Jersey, New Mexico,
Oklahoma, Pennsylvania, South Carolina,
Tennessee, Texas, Washington, West Virginia, and
Wisconsin. We will not consider applications from
applicants in these States under either Assistance
Listing Number 84.282B or 84.282E.
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cost rate. For more information
regarding indirect costs, or to obtain a
negotiated indirect cost rate, please see
www2.ed.gov/about/offices/list/ocfo/
intro.html.
d. Administrative Cost Limitation:
This program does not include any
program-specific limitation on
administrative expenses. All
administrative expenses must be
reasonable and necessary and conform
to the Cost Principles described in 2
CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this
competition may not award subgrants to
entities to directly carry out project
activities described in its application.
4. Reasonable and Necessary Costs:
The Secretary may elect to impose
maximum limits on the amount of grant
funds that may be awarded for a new
charter school, or replicated, or
expanded, high-quality charter school.
For this competition, the maximum
limit of grant funds that may be
awarded for a new, replicated, or
expanded charter school is $2,000,000.
In accordance with 2 CFR 200.404,
applicants must ensure that all costs
included in the proposed budget are
reasonable and necessary in light of the
goals and objectives of the proposed
project. Any costs determined by the
Secretary to be unreasonable or
unnecessary will be removed from the
final approved budget.
5. Other CSP Grants: A charter school
that previously has received CSP funds
for replication or expansion or for
planning or initial implementation of a
charter school under Assistance Listing
Number 84.282A or 84.282M (under the
ESEA) may not use funds under this
grant for the same purpose. However,
such charter school may be eligible to
receive funds under this competition to
expand the charter school beyond the
existing grade levels or student count
and beyond the grade levels or projected
student count provided in the previous
CSP award.
Likewise, a charter school that
receives funds under this competition is
ineligible to receive funds for the same
purpose under section 4303(b)(1) or
4305(b) of the ESEA, including opening
and preparing for the operation of a new
charter school, opening and preparing
for the operation of a replicated highquality charter school, or expanding a
high-quality charter school (i.e.,
Assistance Listing Number 84.282A or
84.282M).
6. Build America, Buy America Act:
This program is not subject to the Build
America, Buy America Act (Pub. L. 117–
58) domestic sourcing requirements.
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IV. Application and Submission
Information
1. Application Submission
Instructions: Applicants are required to
follow the Common Instructions for
Applicants to Department of Education
Discretionary Grant Programs,
published in the Federal Register on
December 7, 2022 (87 FR 75045), and
available at https://www.federal
register.gov/documents/2022/12/07/
2022-26554/common-instructions-forapplicants-to-department-of-educationdiscretionary-grant-programs, which
contain requirements and information
on how to submit an application.
2. Submission of Proprietary
Information: Given the types of projects
that may be proposed in applications for
this competition, your application may
include business information that you
consider proprietary. In 34 CFR 5.11, we
define ‘‘business information’’ and
describe the process we use in
determining whether any of that
information is proprietary and, thus,
protected from disclosure under
Exemption 4 of the Freedom of
Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful
applications available to the public, you
may wish to request confidentiality of
business information.
Consistent with Executive Order
12600, please designate in your
application any information that you
believe is exempt from disclosure under
Exemption 4. In the appropriate
Appendix section of your application,
under ‘‘Other Attachments Form,’’
please list the page number or numbers
on which we can find this information.
For additional information please see 34
CFR 5.11(c).
3. Intergovernmental Review: This
competition is subject to Executive
Order 12372 and the regulations in 34
CFR part 79. Information about
Intergovernmental Review of Federal
Programs under Executive Order 12372
is in the application package for this
competition.
4. Funding Restrictions: Grantees
must use the grant funds to open and
prepare for the operation of a new
charter school, to open and prepare for
the operation of a replicated highquality charter school, or to expand a
high-quality charter school, as
applicable. Grant funds must be used to
carry out allowable activities, described
in section 4303(h) of the ESEA, which
include the following:
(a) Preparing teachers, school leaders,
and specialized instructional support
personnel, including through paying
costs associated with—
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(1) Providing professional
development; and
(2) Hiring and compensating, during
the eligible applicant’s planning period
specified in the application for funds,
one or more of the following:
(i) Teachers.
(ii) School leaders.
(iii) Specialized instructional support
personnel.
(b) Acquiring supplies, training,
equipment (including technology), and
educational materials (including
developing and acquiring instructional
materials).
(c) Carrying out necessary renovations
to ensure that a new school building
complies with applicable statutes and
regulations, and minor facilities repairs
(excluding construction).
(d) Providing one-time, startup costs
associated with providing transportation
to students to and from the charter
school.
(e) Carrying out community
engagement activities, which may
include paying the cost of student and
staff recruitment.
(f) Providing for other appropriate,
non-sustained costs related to the
opening of new charter schools, or the
replication or expansion of high-quality
charter schools, as applicable, when
such costs cannot be met from other
sources.
A grant awarded by the Secretary
under this competition may be for a
period of not more than 5 years, of
which the grantee may use not more
than 18 months for planning and
program design. (Section 4303(d)(1)(B)
of the ESEA). Applicants may propose
to support only one charter school per
grant application.
We reference additional regulations
outlining funding restrictions in the
Applicable Regulations section of this
notice.
5. Recommended Page Limit and
English Language Requirement: The
project narrative is where you, the
applicant, address the priorities,
selection criteria, and application
requirements that peer reviewers use to
evaluate your application. We
recommend that you (1) limit the project
narrative to no more than 50 pages, and
(2) use the following standards:
• A ‘‘page’’ is 8.5″ x 11″, on one side
only, with 1″ margins at the top, bottom,
and both sides.
• Double-space (no more than three
lines per vertical inch) all text in the
project narrative, including titles,
headings, footnotes, quotations,
references, and captions, as well as all
text in charts, tables, figures, and
graphs.
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• Use a font that is either 12 point or
larger or no smaller than 10 pitch
(characters per inch).
• Use one of the following fonts:
Times New Roman, Courier, Courier
New, or Arial.
Applications must be in English, and
peer reviewers will only consider
supporting documents submitted with
the application that are in English.
The recommended page limit does not
apply to the cover sheet; the budget
section, including the narrative budget
justification; the assurances and
certifications; any request to waive
requirements and the justification; or
the one-page abstract, the resumes, the
bibliography, or the letters of support.
However, the recommended page limit
does apply to all of the project narrative.
6. Notice of Intent to Apply: The
Department will be able to review grant
applications more efficiently if we know
the approximate number of applicants
that intend to apply. Therefore, we
strongly encourage each potential
applicant to notify us of their intent to
submit an application. To do so, please
email the program contact person listed
under FOR FURTHER INFORMATION
CONTACT with the subject line ‘‘Intent to
Apply,’’ and include the applicant’s
name, a contact person’s name and
email address, the Assistance Listing
Number, and the city and State in which
the applicant proposes to open,
replicate, or expand a charter school.
Applicants that do not submit a notice
of intent to apply may still apply for
funding.
V. Application Review Information
1. Selection Criteria: The selection
criteria for applicants submitting
applications under Assistance Listing
Numbers 84.282B and 84.282E are listed
in paragraphs (a) and (b) of this section,
respectively. The maximum possible
score for addressing all the selection
criteria is 100 points. The maximum
possible score for addressing each
criterion is indicated in parentheses
following the criterion. These selection
criteria are from the 2019 and 2022
NFPs and 34 CFR 75.210.
In evaluating an application for a CSP
Developer Grant, the Secretary
considers the following criteria:
(a) Selection Criteria for Grants for the
Opening of New Charter Schools
(Assistance Listing Number 84.282B).
(1) Quality of the Charter School’s
Management Plan (up to 40 points).
The Secretary considers the quality of
the management plan for the proposed
project. In determining the quality of the
management plan for the proposed
project, the Secretary considers the
following factors:
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(i) The adequacy of the management
plan to achieve the objectives of the
proposed project on time and within
budget, including clearly defined
responsibilities, timelines, and
milestones for accomplishing project
tasks (up to 10 points). (34 CFR
75.210(g)(2)(i))
(ii) The extent to which the costs are
reasonable in relation to the objectives,
design, and potential significance of the
proposed project (up to 5 points). (34
CFR 75.210(f)(2)(iv))
(iii) The extent to which the time
commitments of the project director and
principal investigator and other key
project personnel are appropriate and
adequate to meet the objectives of the
proposed project (up to 5 points). (34
CFR 75.210(g)(2)(iv))
(iv) The qualifications, including
relevant training and experience, of key
project personnel (up to 5 points). (34
CFR 75.210(e)(3)(ii))
(v) The adequacy of the applicant’s
plan to maintain control over all CSP
grant funds (up to 5 points). (2022 NFP)
(vi) The adequacy of the applicant’s
plan to make all programmatic decisions
(up to 5 points). (2022 NFP)
(vii) The adequacy of the applicant’s
plan to administer or supervise the
administration of the grant, including
maintaining management and oversight
responsibilities over the grant (up to 5
points). (2022 NFP)
(2) Quality of the Continuation Plan
(up to 20 points).
In determining the quality of the
continuation plan, the Secretary
considers the extent to which the
eligible applicant is prepared to
continue to operate the charter school
that would receive grant funds in a
manner consistent with the eligible
applicant’s application once the grant
funds under this program are no longer
available. (2019 NFP)
(3) Quality of the Project Design (up
to 10 points).
The Secretary considers the quality of
the design of the proposed project. In
determining the quality of the design of
the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed
project demonstrates a rationale (as
defined in 34 CFR 77.1(c)) (up to 5
points). (34 CFR 75.210(c)(2)(xxix))
(ii) The extent to which the goals,
objectives, and outcomes to be achieved
by the proposed project are clearly
specified and measurable (up to 5
points). (34 CFR 75.210(c)(2)(i))
(4) Need for Project (up to 30 points).
The Secretary considers the need for
the proposed project. In determining the
need for the proposed project, the
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Secretary considers one or more of the
following factors:
(i) The magnitude or severity of the
problem to be addressed by the
proposed project (up to 15 points). (34
CFR 75.210(a)(2)(i))
(ii) The magnitude of the need for the
services to be provided or the activities
to be carried out by the proposed project
(up to 15 points). (34 CFR
75.210(a)(2)(ii))
(b) Selection Criteria for Grants for the
Replication and Expansion of HighQuality Charter Schools (Assistance
Listing Number 84.282E).
(1) Quality of the Eligible Applicant
(up to 20 points).
In determining the quality of the
eligible applicant, the Secretary
considers the following factors:
(i) The extent to which the academic
achievement results (including annual
student performance on statewide
assessments and annual student
attendance and retention rates and
where applicable and available, student
academic growth, high school
graduation rates, postsecondary
enrollment and persistence rates,
including in college or career training
programs, employment rates, earnings
and other academic outcomes) for
educationally disadvantaged students
served by the charter schools operated
or managed by the applicant have
exceeded the average academic
achievement results for such students
served by other public schools in the
State (up to 5 points). (2019 NFP)
(ii) The extent to which one or more
charter schools operated or managed by
the applicant have closed; have had a
charter revoked due to noncompliance
with statutory or regulatory
requirements; or have had their
affiliation with the applicant revoked or
terminated, including through voluntary
disaffiliation (up to 5 points). (2019
NFP)
(iii) The extent to which one or more
charter schools operated or managed by
the applicant have had any significant
issues in the area of financial or
operational management or student
safety, or have otherwise experienced
significant problems with statutory or
regulatory compliance that could lead to
revocation of the school’s charter (up to
5 points). (2019 NFP)
(iv) The extent to which the schools
operated or managed by the applicant
demonstrate strong results on
measurable outcomes in non-academic
areas such as, but not limited to, parent
satisfaction, school climate, student
mental health, civic engagement, and
crime prevention and reduction (up to
5 points). (2019 NFP)
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(2) Quality of the Charter School’s
Management Plan (up to 35 points).
The Secretary considers the quality of
the management plan for the proposed
project. In determining the quality of the
management plan for the proposed
project, the Secretary considers the
following factors:
(i) The adequacy of the management
plan to achieve the objectives of the
proposed project on time and within
budget, including clearly defined
responsibilities, timelines, and
milestones for accomplishing project
tasks (up to 5 points). (34 CFR
75.210(g)(2)(i))
(ii) The extent to which the costs are
reasonable in relation to the objectives,
design, and potential significance of the
proposed project (up to 5 points). (34
CFR 75.210(f)(2)(iv))
(iii) The extent to which the time
commitments of the project director and
principal investigator and other key
project personnel are appropriate and
adequate to meet the objectives of the
proposed project (up to 5 points). (34
CFR 75.210(g)(2)(iv))
(iv) The qualifications, including
relevant training and experience, of key
project personnel (up to 5 points). (34
CFR 75.210(e)(3)(ii))
(v) The adequacy of the applicant’s
plan to maintain control over all CSP
grant funds (up to 5 points). (2022 NFP)
(vi) The adequacy of the applicant’s
plan to make all programmatic decisions
(up to 5 points). (2022 NFP)
(vii) The adequacy of the applicant’s
plan to administer or supervise the
administration of the grant, including
maintaining management and oversight
responsibilities over the grant (up to 5
points). (2022 NFP)
(3) Quality of the Continuation Plan
(up to 10 points).
In determining the quality of the
continuation plan, the Secretary
considers the extent to which the
eligible applicant is prepared to
continue to operate the charter school
that would receive grant funds in a
manner consistent with the eligible
applicant’s application once the grant
funds under this program are no longer
available. (2019 NFP)
(4) Quality of the Project Design (up
to 10 points).
The Secretary considers the quality of
the design of the proposed project. In
determining the quality of the design of
the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed
project demonstrates a rationale (as
defined in 34 CFR 77.1(c)) (up to 5
points). (34 CFR 75.210(c)(2)(xxix))
(ii) The extent to which the goals,
objectives, and outcomes to be achieved
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by the proposed project are clearly
specified and measurable (up to 5
points). (34 CFR 75.210(c)(2)(i))
(5) Need for Project (up to 25 points).
The Secretary considers the need for
the proposed project. In determining the
need for the proposed project, the
Secretary considers one or more of the
following factors:
(i) The magnitude or severity of the
problem to be addressed by the
proposed project (up to 15 points). (34
CFR 75.210(a)(2)(i))
(ii) The magnitude of the need for the
services to be provided or the activities
to be carried out by the proposed project
(up to 10 points). (34 CFR
75.210(a)(2)(ii))
2. Review and Selection Process: We
remind potential applicants that in
reviewing applications in any
discretionary grant competition, the
Secretary may consider, under 34 CFR
75.217(d)(3), the past performance of the
applicant in carrying out a previous
award, such as the applicant’s use of
funds, achievement of project
objectives, and compliance with grant
conditions. The Secretary may also
consider whether the applicant failed to
submit a timely performance report or
submitted a report of unacceptable
quality.
In addition, in making a competitive
grant award, the Secretary requires
various assurances, including those
applicable to Federal civil rights laws
that prohibit discrimination in programs
or activities receiving Federal financial
assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific
Conditions: Consistent with 2 CFR
200.206, before awarding grants under
this competition the Department
conducts a review of the risks posed by
applicants. Under 2 CFR 200.208, the
Secretary may impose specific
conditions and, under 2 CFR 3474.10, in
appropriate circumstances, high-risk
conditions on a grant if the applicant or
grantee is not financially stable; has a
history of unsatisfactory performance;
has a financial or other management
system that does not meet the standards
in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant;
or is otherwise not responsible.
4. Integrity and Performance System:
If you are selected under this
competition to receive an award that
over the course of the project period
may exceed the simplified acquisition
threshold (currently $250,000), under 2
CFR 200.206(a)(2) we must make a
judgment about your integrity, business
ethics, and record of performance under
Federal awards—that is, the risk posed
by you as an applicant—before we make
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an award. In doing so, we must consider
any information about you that is in the
integrity and performance system
(currently referred to as the Federal
Awardee Performance and Integrity
Information System (FAPIIS)),
accessible through the System for
Award Management. You may review
and comment on any information about
yourself that a Federal agency
previously entered and that is currently
in FAPIIS.
Please note that, if the total value of
your currently active grants, cooperative
agreements, and procurement contracts
from the Federal Government exceeds
$10,000,000, the reporting requirements
in 2 CFR part 200, Appendix XII,
require you to report certain integrity
information to FAPIIS semiannually.
Please review the requirements in 2 CFR
part 200, Appendix XII, if this grant
plus all the other Federal funds you
receive exceed $10,000,000.
5. In General: In accordance with the
Office of Management and Budget’s
guidance located at 2 CFR part 200, all
applicable Federal laws, and relevant
Executive guidance, the Department
will review and consider applications
for funding pursuant to this notice
inviting applications in accordance
with—
(a) Selecting recipients most likely to
be successful in delivering results based
on the program objectives through an
objective process of evaluating Federal
award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain
telecommunication and video
surveillance services or equipment in
alignment with section 889 of the
National Defense Authorization Act of
2019 (Pub. L. 115—232) (2 CFR
200.216);
(c) Providing a preference, to the
extent permitted by law, to maximize
use of goods, products, and materials
produced in the United States (2 CFR
200.322); and
(d) Terminating agreements in whole
or in part to the greatest extent
authorized by law if an award no longer
effectuates the program goals or agency
priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application
is successful, we notify your U.S.
Representative and U.S. Senators and
send you a Grant Award Notification
(GAN); or we may send you an email
containing a link to access an electronic
version of your GAN. We may notify
you informally, also.
If your application is not evaluated or
not selected for funding, we notify you.
2. Administrative and National Policy
Requirements: We identify
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administrative and national policy
requirements in the application package
and reference these and other
requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining
the terms and conditions of an award in
the Applicable Regulations section of
this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
3. Open Licensing Requirements:
Unless an exception applies, if you are
awarded a grant under this competition,
you will be required to openly license
to the public grant deliverables created
in whole, or in part, with Department
grant funds. When the deliverable
consists of modifications to pre-existing
works, the license extends only to those
modifications that can be separately
identified and only to the extent that
open licensing is permitted under the
terms of any licenses or other legal
restrictions on the use of pre-existing
works. Additionally, a grantee or
subgrantee that is awarded competitive
grant funds must have a plan to
disseminate these public grant
deliverables. This dissemination plan
can be developed and submitted after
your application has been reviewed and
selected for funding. For additional
information on the open licensing
requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a
grant under this competition, you must
ensure that you have in place the
necessary processes and systems to
comply with the reporting requirements
in 2 CFR part 170 should you receive
funding under the competition. This
does not apply if you have an exception
under 2 CFR 170.110(b).
(b) At the end of your project period,
you must submit a final performance
report, including financial information,
as directed by the Secretary. If you
receive a multiyear award, you must
submit an annual performance report
that provides the most current
performance and financial expenditure
information as directed by the Secretary
under 34 CFR 75.118. The Secretary
may also require more frequent
performance reports under 34 CFR
75.720(c). For specific requirements on
reporting, please go to www.ed.gov/
fund/grant/apply/appforms/
appforms.html.
(c) Under 34 CFR 75.250(b), the
Secretary may provide a grantee with
additional funding for data collection
analysis and reporting. In this case the
Secretary establishes a data collection
period.
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5. Performance Measures: (a) For the
purposes of Department reporting under
34 CFR 75.110, the Secretary has
established two performance indicators:
(1) the number of charter schools in
operation around the Nation, and (2) the
percentage of fourth- and eighth-grade
charter school students who are
achieving at or above the proficient
level on State assessments in
mathematics and reading/language arts.
Additionally, the Secretary has
established the following measure to
examine the efficiency of the CSP: The
Federal cost per student in
implementing a successful school
(defined as a school in operation for
three or more consecutive years).
(b) Project-Specific Performance
Measures. Applicants must propose
project-specific performance measures
and performance targets consistent with
the objectives of the proposed project.
Applications must provide the
following information as directed under
34 CFR 75.110(b) and (c):
(1) Performance measures. How each
proposed performance measure would
accurately measure the performance of
the project and how the proposed
performance measure would be
consistent with the performance
measures established for the program
funding the competition.
(2) Baseline data. (i) Why each
proposed baseline is valid; or (ii) if the
applicant has determined that there are
no established baseline data for a
particular performance measure, an
explanation of why there is no
established baseline and how and when,
during the project period, the applicant
would establish a valid baseline for the
performance measure.
(3) Performance targets. Why each
proposed performance target is
ambitious yet achievable compared to
the baseline for the performance
measure and when, during the project
period, the applicant would meet the
performance target(s).
(4) Data collection and reporting. (i)
The data collection and reporting
methods the applicant would use and
why those methods are likely to yield
reliable, valid, and meaningful
performance data; and (ii) the
applicant’s capacity to collect and
report reliable, valid, and meaningful
performance data, as evidenced by highquality data collection, analysis, and
reporting in other projects or research.
All grantees must submit an annual
performance report with information
that is responsive to these performance
measures.
6. Continuation Awards: In making a
continuation award under 34 CFR
75.253, the Secretary considers, among
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khammond on DSKJM1Z7X2PROD with NOTICES
other things, whether a grantee has
made substantial progress in achieving
the goals and objectives of the project;
whether the grantee has expended funds
in a manner that is consistent with its
approved application and budget; and,
if the Secretary has established
performance measurement
requirements, whether the grantee has
made substantial progress in achieving
the performance targets in the grantee’s
approved application.
In making a continuation award, the
Secretary also considers whether the
grantee is operating in compliance with
the assurances in its approved
application, including those applicable
to Federal civil rights laws that prohibit
discrimination in programs or activities
receiving Federal financial assistance
from the Department (34 CFR 100.4,
104.5, 106.4, 108.8, and 110.23).
7. Project Directors’ Meeting:
Applicants approved for funding under
this competition must attend a meeting
for project directors either virtually or at
a location to be determined in the
continental United States during each
year of the project. Applicants may
include, if applicable, the cost of
attending this meeting in their proposed
budgets as allowable administrative
costs.
8. Technical Assistance: Applicants
approved for funding under this
competition must participate in all
technical assistance offerings required
by the CSP Office, including project
directors’ meetings and other on-site
and virtual gatherings sponsored by the
Department and its contracted technical
assistance providers and partners
throughout the performance period.
VII. Other Information
Accessible Format: On request to the
program contact person listed under FOR
FURTHER INFORMATION CONTACT,
individuals with disabilities can obtain
this document and a copy of the
application package in an accessible
format. The Department will provide the
requestor with an accessible format that
may include Rich Text Format (RTF) or
text format (txt), a thumb drive, an MP3
file, braille, large print, audiotape, or
compact disc, or other accessible format.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations at
www.govinfo.gov. At this site, you can
view this document, as well as all other
documents of this Department
published in the Federal Register, in
text or Portable Document Format
(PDF). To use PDF, you must have
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Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the
Department published in the Federal
Register by using the article search
feature at www.federalregister.gov.
Specifically, through the advanced
search feature at this site, you can limit
your search to documents published by
the Department.
Adam Schott,
Principal Deputy Assistant Secretary,
Delegated the Authority to Perform the
Functions and Duties of the Assistant
Secretary, Office of Elementary and
Secondary Education.
[FR Doc. 2024–08729 Filed 4–23–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Accrediting Agencies Currently
Undergoing Review for the Purpose of
Recognition by the U.S. Secretary of
Education
U.S. Department of Education,
Accreditation Group, Office of
Postsecondary Education.
ACTION: Call for written third-party
comments.
AGENCY:
This notice provides
information to members of the public on
submitting written comments for
accrediting agencies currently
undergoing review for the purpose of
recognition by the U.S. Secretary of
Education.
FOR FURTHER INFORMATION CONTACT:
Herman Bounds, Director, Accreditation
Group, Office of Postsecondary
Education, U.S. Department of
Education, 400 Maryland Avenue SW,
fifth floor, Washington, DC 20202,
telephone: (202) 453–7615, or email:
herman.bounds@ed.gov.
SUPPLEMENTARY INFORMATION: This
request for written third-party
comments concerning the performance
of accrediting agencies under review by
the Secretary of Education is required
by section 496(n)(1)(A) of the Higher
Education Act (HEA) of 1965, as
amended, and pertains to the summer
2025 meeting of the National Advisory
Committee on Institutional Quality and
Integrity (NACIQI). The meeting date
and location have not been determined
but will be announced in a later Federal
Register notice. In addition, a later
Federal Register notice will describe
how to register to provide oral
comments at the meeting. Note: Written
comments about the specific agencies
identified below will not be accepted or
provided to NACIQI members if those
comments are submitted after the
SUMMARY:
PO 00000
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31171
deadline provided in this Federal
Register notice, which is May 20, 2024.
Written comments must be submitted to
the mailbox identified below. Do not
submit written comments directly to
Department officials or to NACIQI
members.
Agencies Under Review and
Evaluation: The Department requests
written comments from the public on
the following accrediting agencies,
which are currently undergoing review
and evaluation by the Accreditation
Group, and which will be reviewed at
the summer 2025 NACIQI meeting. The
agencies are listed by the type of
application or report each agency has
submitted. Please note, each agency’s
current scope of recognition is indicated
below. If any agency requested to
expand its scope of recognition,
identified are both the current scope of
recognition and the requested scope of
recognition.
Compliance Reports
1. Accreditation Commission for
Midwifery Education. Scope of
Recognition: The accreditation and preaccreditation of basic certificate, basic
graduate nurse-midwifery, direct entry
midwifery, and pre-certification nursemidwifery education programs,
including those programs that offer
distance education. Geographic area of
accrediting activities: The United States.
The compliance report includes
findings of noncompliance with certain
criteria in 34 Code of Federal
Regulations (CFR) Part 602 identified in
the May 31, 2023, letter from the Senior
Department Official (SDO) following the
February 28, 2023, NACIQI meeting.
The SDO letter is available under
NACIQI meeting date 2/28/2023, at
https://surveys.ope.ed.gov/erecognition/
#/public-documents.
2. American Physical Therapy
Association, Commission on
Accreditation in Physical Therapy.
Scope of Recognition: The accreditation
and preaccreditation (‘‘Candidate for
Accreditation’’) in the United States of
physical therapist education programs
leading to the first professional degree at
the master’s or doctoral level and
physical therapist assistant education
programs at the associate degree level
and for its accreditation of such
programs offered via distance education.
Geographic area of accrediting activities:
The United States. The compliance
report includes findings of
noncompliance with certain criteria in
34 CFR part 602 identified in the May
31, 2023, letter from the SDO following
the February 28, 2023, NACIQI meeting.
The SDO letter is available under
NACIQI meeting date 2/28/2023, at
E:\FR\FM\24APN1.SGM
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Agencies
[Federal Register Volume 89, Number 80 (Wednesday, April 24, 2024)]
[Notices]
[Pages 31158-31171]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-08729]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Expanding Opportunity Through
Quality Charter Schools Program (CSP)--Grants to Charter School
Developers for the Opening of New Charter Schools and for the
Replication and Expansion of High-Quality Charter Schools (Developer
Grants)
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for two types of grants: CSP Developer Grants,
Assistance Listing Numbers 84.282B (for the opening of new charter
schools) and 84.282E (for the replication and expansion of high-quality
charter schools). This notice relates to the approved information
collection under OMB control number 1810-0767.
DATES:
Applications Available: April 24, 2024.
Notice of Intent to Apply: Applicants are strongly encouraged but
not required to submit a notice of intent to apply by May 24, 2024.
Applicants that do not meet this deadline may still apply.
Deadline for Transmittal of Applications: June 24, 2024.
Deadline for Intergovernmental Review: August 22, 2024.
Pre-Application Webinar Information: The Department will hold a
pre-application meeting via webinar to provide technical assistance to
prospective applicants. Detailed information regarding this webinar
will be provided at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/charter-schools-program/charter-schools-program-non-state-educational-agencies-non-sea-planning-program-design-and-initial-implementation-grant/.
Note: For prospective new applicants unfamiliar with grantmaking at
the Department, please consult our funding basics resource at https://www2.ed.gov/fund/grant/about/discretionary/.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045), and available at
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.
FOR FURTHER INFORMATION CONTACT: Stephanie S. Jones, U.S. Department of
Education, 400 Maryland Avenue SW, Washington, DC 20202-5970.
Telephone: (202) 453-5563. Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The major purposes of the CSP are to expand
opportunities for all students, particularly for children with
disabilities,\1\ English learners, and other traditionally underserved
students, to attend charter schools and meet challenging State academic
standards; provide financial assistance for the planning, program
design, and initial implementation of charter schools; increase the
number of high-quality charter schools available to students across the
United States; evaluate the impact of charter schools on student
achievement, families, and communities; share best practices between
charter schools and other public schools; aid States in providing
facilities support to charter schools; support efforts to strengthen
the charter school authorizing process; and support quality,
accountability, and transparency in the operational performance of all
authorized public chartering agencies, including State educational
agencies (SEAs) and local educational agencies (LEAs) (section 4301 of
the Elementary and Secondary Education Act of 1965, as amended by the
Every Student Succeeds Act (ESEA)).
---------------------------------------------------------------------------
\1\ Terms defined in this notice are italicized the first time
each term is used.
---------------------------------------------------------------------------
The CSP Developer Grant program (Assistance Listing Numbers 84.282B
and 84.282E) is authorized under Title IV, Part C of the ESEA (20
U.S.C. 7221-7221j). Through CSP Developer Grants, the Department
provides financial assistance to charter school developers to enable
them to open and prepare for the operation of new or replicated charter
schools or to expand high-quality charter schools in States that do not
currently have a CSP State Entity grant under the ESEA. Charter schools
that receive financial assistance through CSP Developer Grants provide
elementary or secondary education
[[Page 31159]]
programs, or both, and may also serve students in early childhood
education programs or postsecondary students, consistent with the terms
of their charter.
Background: This notice invites applications from eligible
applicants for two types of grants: (1) Grants to Charter School
Developers for the Opening of New Charter Schools (Assistance Listing
Number 84.282B) and (2) Grants to Charter School Developers for the
Replication and Expansion of High-Quality Charter Schools (Assistance
Listing Number 84.282E). Under this competition, each Assistance
Listing Number constitutes its own funding category. The Secretary
intends to award grants under each Assistance Listing Number for
applications that are sufficiently high quality.
``Raise the Bar: Lead the World'' (RTB) is the Department's call to
action to all stakeholders to transform pre-kindergarten through
postsecondary education and unite around evidence-based strategies that
advance educational equity and excellence for all students.\2\ When we
raise the bar in education, all our Nation's students will be able to
build the skills to thrive inside and outside of school. As part of the
RTB initiative, the Department is focusing on six strategies aimed at
promoting academic excellence and wellness for every learner and better
preparing our Nation for global competitiveness.\3\ The competitive
preference and invitational priorities selected for this program are
intended to help advance several RTB strategies, most notably those
intended to deliver a comprehensive and rigorous education for every
student and provide every student with a pathway to multilingualism.
---------------------------------------------------------------------------
\2\ https://www.ed.gov/raisethebar/.
\3\ The six strategies of Raise the Bar include: accelerating
learning, developing a well-rounded education, eliminating the
educator shortage, investing in mental health, ensuring every
student has a postsecondary pathway, and a pathway to
multilingualism.
---------------------------------------------------------------------------
Further, in July 2022, the Department published in the Federal
Register a notice of final priorities, requirements, definitions, and
selection criteria for this program (87 FR 40406) (2022 NFP), which
supplements the program statute and notice of final priorities,
requirements, definitions, and selection criteria for CSP Developer
Grants published in the Federal Register on July 3, 2019 (84 FR 31726)
(2019 NFP). The 2022 NFP is intended to support the creation,
replication, and expansion of high-quality charter schools.
This notice includes one competitive preference priority and two
invitational priorities. The first invitational priority is designed to
encourage collaboration between charter schools and traditional public
schools or traditional school districts that benefit students and
families across schools and was taken from the 2022 NFP. The types of
collaborations sought under this priority can support improved
opportunities and outcomes for students in both charter schools and
traditional public schools, including by sharing instructional
materials, creating joint professional learning opportunities, and
developing principal pipeline programs. The second invitational
priority for this competition encourages high-quality charter schools
to create pathways to multilingualism for students, particularly
underserved students. High-quality multilingual programming provides
English learners and native English speakers with the opportunity to
become bilingual and biliterate and may support Native American
language education and preservation. It also celebrates the assets of
English learners while supporting English language acquisition and
promoting academic excellence, and may support efforts to promote
school and classroom diversity.\4\ Using invitational priorities allows
the Department to encourage beneficial collaborations and pathways to
multilingualism that can better prepare all students for a global
society and economy without giving applications that meet this priority
preference over other applications.
---------------------------------------------------------------------------
\4\ Kotok, Stephen, and David DeMatthews. ``Challenging School
Segregation in the Twenty-First Century: How Districts Can Leverage
Dual Language Education to Increase School and Classroom
Diversity.'' Clearing House: A Journal of Educational Strategies,
Issues and Ideas 91.1 (2018): 1-6.
---------------------------------------------------------------------------
The priorities, application requirements, assurances, selection
criteria, and definitions in this notice are designed to increase
access to high-quality, diverse, and equitable learning opportunities,
which is consistent with the RTB initiative and the Department's goals
for all public schools.
Priorities: This competition includes one competitive preference
priority and two invitational priorities. In accordance with 34 CFR
75.105(b)(2)(iv), the competitive preference priority is from the 2022
NFP.
Competitive Preference Priority: For FY 2024 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, this priority is a competitive preference
priority.
For Assistance Listing Numbers 84.282B and 84.282E, under 34 CFR
75.105(c)(2)(i), we will award up to an additional 5 points to an
application that meets the competitive preference priority, depending
on how well the application meets the priority.
The priority is:
Promoting High-Quality Educator- and Community-Centered Charter
Schools to Support Underserved Students (up to 5 points).
(a) Under this priority, an applicant must propose to open a new
charter school, or to replicate or expand a high-quality charter
school, that is developed and implemented--
(1) With meaningful and ongoing engagement with current or former
teachers and other educators; and
(2) Using a community-centered approach that includes an assessment
of community assets, informs the development of the charter school, and
includes the implementation of protocols and practices designed to
ensure that the charter school will use and interact with community
assets on an ongoing basis to create and maintain strong community
ties.
(b) In its application, an applicant must provide a high-quality
plan that demonstrates how its proposed project would meet the
requirements in paragraph (a) of this priority, accompanied by a
timeline for key milestones that span the course of planning,
development, and implementation of the charter school. (2022 NFP)
Invitational Priorities: For FY 2024, and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, these priorities are invitational priorities. Under 34 CFR
75.105(c)(1), we do not give an application that meets an invitational
priority a competitive or absolute preference over other applications.
These priorities are:
Invitational Priority 1--Collaborations between Charter Schools and
Traditional Public Schools or Districts that Benefit Students and
Families across Schools.
(a) The Secretary is particularly interested in learning more about
how applicants propose a new collaboration, or the continuation of an
existing collaboration, with at least one traditional public school or
traditional school district that is designed to benefit students or
families served by at least one member of the collaboration, is
designed to lead to increased or improved educational opportunities for
students served by at least one member of the collaboration, and
includes implementation of one or more of the following--
[[Page 31160]]
(1) Co-developed or shared curricular and instructional resources
or academic course offerings.
(2) Professional development opportunities for teachers and other
educators, which may include professional learning communities,
opportunities for teachers to earn additional certifications, such as
in a high-need area or national board certification, and partnerships
with educator preparation programs to support teaching residencies.
(3) Evidence-based practices to improve academic performance for
underserved students.
(4) Policies and practices to create safe, supportive, and
inclusive learning environments, such as systems of positive behavioral
intervention and support.
(5) Transparent enrollment and retention practices and processes
that include clear and consistent disclosure to families of policies or
requirements (e.g., discipline policies, purchasing and wearing
specific uniforms and other fees, or family participation), and any
services that are or are not provided, that could impact a family's
ability to enroll or remain enrolled in the school (e.g.,
transportation services or participation in the National School Lunch
Program).
(6) A shared transportation plan and system that reduces
transportation costs for at least one member of the collaboration and
takes into consideration various transportation options, including
public transportation and district-provided or shared transportation
options, cost-sharing or free or reduced-cost fare options, and any
distance considerations for prioritized bus services.
(7) A shared special education collaborative designed to address a
significant barrier or challenge faced by participating charter schools
or traditional public schools in improving academic and developmental
outcomes and services for students with disabilities (as defined in
section 8101 of the ESEA).
(8) A shared English learner collaborative designed to address a
significant barrier or challenge faced by participating charter schools
or traditional public schools in providing educational programs to
improve academic outcomes for English learners.
(9) Other collaborations, such as the sharing of innovative and
best practices, designed to address a significant barrier or challenge
faced by participating charter schools or traditional public schools in
providing educational programs to improve academic outcomes for all
students served by members of the collaboration.
(b) In its application, an applicant must provide a description of
the collaboration that--
(1) Describes each member of the collaboration and whether the
collaboration would be a new or existing commitment;
(2) States the purpose and duration of the collaboration;
(3) Describes the anticipated roles and responsibilities of each
member of the collaboration;
(4) Describes how the collaboration will benefit one or more
members of the collaboration, including how it will benefit students or
families affiliated with a member and lead to increased educational
opportunities for students, and meet specific and measurable, if
applicable, goals;
(5) Describes the resources members of the collaboration will
contribute; and
(6) Contains any other relevant information.
(c) Within 120 days of receiving a grant award or within 120 days
of the date the collaboration is scheduled to begin, whichever is
later, the grantee provides evidence of participation in the
collaboration (which may include, but is not required to include, a
memorandum of understanding).
Invitational Priority 2--Promoting Pathways to Multilingualism.
The Secretary is particularly interested in learning more about how
applicants propose to replicate or expand high-quality charter schools
with multilingual programming that is centered on the needs and assets
of the community the schools serve and is designed to provide students,
particularly underserved students, with pathways to multilingualism
through any of the following--
(a) Dual language programs that offer academic instruction in two
languages and are designed to enroll both English learners and native
English speakers on an equitable basis and ensure all students become
bilingual and biliterate in both languages.
(b) A mission and focus on supporting Native American language
education and development, such as through dual language programs or
other instructional models and teaching methods that reflect and
preserve Native American language, culture, and history.
(c) A mission and focus on meeting the unique educational needs and
celebrating the assets of English learners using evidence-based
practices to support English language acquisition and promote academic
excellence.
(d) Other innovative or evidence-based strategies to promote
multilingualism, including approaches to recruit, support, and retain
multilingual educators.
Definitions:
The following definitions are from sections 4310 (20 U.S.C. 7221i)
and 8101 (20 U.S.C. 7801) of the ESEA, 34 CFR 77.1, and the 2019 and
2022 NFPs.
Ambitious means promoting continued, meaningful improvement for
program participants or for other individuals or entities affected by
the grant or representing a significant advancement in the field of
education research, practices, or methodologies. When used to describe
a performance target, whether a performance target is ambitious depends
upon the context of the relevant performance measure and the baseline
for that measure. (34 CFR 77.1)
Authorized public chartering agency means a State educational
agency, local educational agency, or other public entity that has the
authority pursuant to State law and approved by the Secretary to
authorize or approve a charter school. (Section 4310(1) of the ESEA)
Baseline means the starting point from which performance is
measured and targets are set. (34 CFR 77.1)
Charter management organization means a nonprofit organization that
operates or manages a network of charter schools linked by centralized
support, operations, and oversight. (Section 4310(3) of the ESEA)
Charter school means a public school that--
(1) In accordance with a specific State statute authorizing the
granting of charters to schools, is exempt from significant State or
local rules that inhibit the flexible operation and management of
public schools, but not from any rules relating to the other
requirements of this definition;
(2) Is created by a developer as a public school, or is adapted by
a developer from an existing public school, and is operated under
public supervision and direction;
(3) Operates in pursuit of a specific set of educational objectives
determined by the school's developer and agreed to by the authorized
public chartering agency;
(4) Provides a program of elementary or secondary education, or
both;
(5) Is nonsectarian in its programs, admissions policies,
employment practices, and all other operations, and is not affiliated
with a sectarian school or religious institution; \5\
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\5\ The Department will apply this element of the definition of
``charter school'' consistent with applicable U.S. Supreme Court
precedent, including Trinity Lutheran Church of Columbia, Inc. v.
Comer, 582 U.S. 449 (2017), Espinoza v. Montana Department of
Revenue, 140 S. Ct. 2246 (2020), and Carson v. Makin, 142 S. Ct.
1987 (2022).
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[[Page 31161]]
(6) Does not charge tuition;
(7) Complies with the Age Discrimination Act of 1975, title VI of
the Civil Rights Act of 1964, title IX of the Education Amendments of
1972, section 504 of the Rehabilitation Act of 1973, the Americans with
Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), section 444 of GEPA
(20 U.S.C. 1232g) (commonly referred to as the ``Family Educational
Rights and Privacy Act of 1974''), and part B of the Individuals with
Disabilities Education Act (IDEA);
(8) Is a school to which parents choose to send their children, and
that--
(i) Admits students on the basis of a lottery, consistent with
section 4303(c)(3)(A) of the ESEA, if more students apply for admission
than can be accommodated; or
(ii) In the case of a school that has an affiliated charter school
(such as a school that is part of the same network of schools),
automatically enrolls students who are enrolled in the immediate prior
grade level of the affiliated charter school and, for any additional
student openings or student openings created through regular attrition
in student enrollment in the affiliated charter school and the
enrolling school, admits students on the basis of a lottery as
described in clause (i);
(9) Agrees to comply with the same Federal and State audit
requirements as do other elementary schools and secondary schools in
the State, unless such State audit requirements are waived by the
State;
(10) Meets all applicable Federal, State, and local health and
safety requirements;
(11) Operates in accordance with State law;
(12) Has a written performance contract with the authorized public
chartering agency in the State that includes a description of how
student performance will be measured in charter schools pursuant to
State assessments that are required of other schools and pursuant to
any other assessments mutually agreeable to the authorized public
chartering agency and the charter school; and
(13) May serve students in early childhood education programs or
postsecondary students. (Section 4310(2) of the ESEA)
Note: Pursuant to section 4310(1) of the ESEA, for a school to
qualify as a charter school under this definition and receive Federal
CSP funds, the authorized public chartering agency that issues the
charter or performance contract must be an SEA, LEA, or other public
entity with authority pursuant to State law to approve a charter
school. Under 34 CFR 77.1, public, ``as applied to an agency,
organization, or institution, means that the agency, organization, or
institution is under the administrative supervision or control of a
government other than the Federal Government.''
Child with a disability means--
(1) A child (i) with intellectual disabilities, hearing impairments
(including deafness), speech or language impairments, visual
impairments (including blindness), serious emotional disturbance
(referred to as ``emotional disturbance''), orthopedic impairments,
autism, traumatic brain injury, other health impairments, specific
learning disabilities, deaf-blindness, or multiple disabilities; and
(ii) who, by reason thereof, needs special education and related
services.
(2) For a child aged 3 through 9 (or any subset of that age range,
including ages 3 through 5), may, at the discretion of the State and
the LEA, include a child (i) experiencing developmental delays, as
defined by the State and as measured by appropriate diagnostic
instruments and procedures, in one or more of the following areas:
physical development; cognitive development; communication development;
social or emotional development; or adaptive development; and (ii) who,
by reason thereof, needs special education and related services.
(Section 8101(4) of the ESEA)
Community assets means resources that can be identified and
mobilized to improve conditions in the charter school and local
community. These assets may include--
(1) Human assets, including capacities, skills, knowledge base, and
abilities of individuals within a community; and
(2) Social assets, including networks, organizations, businesses,
and institutions that exist among and within groups and communities.
(2022 NFP)
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes. (34 CFR 77.1)
Developer means an individual or group of individuals (including a
public or private nonprofit organization), which may include teachers,
administrators and other school staff, parents, or other members of the
local community in which a charter school project will be carried out.
(Section 4310(5) of the ESEA)
Disconnected youth means an individual, between the ages of 14 and
24, who may be from a low-income background, experiences homelessness,
is in foster care, is involved in the justice system, or is not working
or not enrolled in (or at risk of dropping out of) an educational
institution. (2022 NFP)
Early childhood education program means--
(1) A Head Start program or an Early Head Start program carried out
under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant
or seasonal Head Start program, an Indian Head Start program, or a Head
Start program or an Early Head Start program that also receives State
funding;
(2) A State licensed or regulated child care program;
(3) A program that--
(i) Serves children from birth through age 6 that addresses the
children's cognitive (including language, early literacy, and early
mathematics), social, emotional, and physical development; and
(ii) Is (A) a State prekindergarten program; (B) a program
authorized under section 619 (20 U.S.C. 1419) or part C of the IDEA; or
(C) a program operated by an LEA. (ESEA section 8101(16))
Educationally disadvantaged student means a student in one or more
of the categories described in section 1115(c)(2) of the ESEA, which
include children who are economically disadvantaged, students who are
children with disabilities, migrant students, English learners,
neglected or delinquent students, homeless students, and students who
are in foster care. (2019 NFP)
Educator means an individual who is an early learning educator,
teacher, principal or other school or district leader, specialized
instructional support personnel (e.g., school psychologist, counselor,
school social worker, early intervention service personnel),
paraprofessional, or faculty. (2022 NFP)
English learner, when used with respect to an individual, means an
individual--
(1) Who is aged 3 through 21;
(2) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(3)(i) Who was not born in the United States or whose native
language is a language other than English;
(ii)(A) Who is a Native American or Alaska Native, or a native
resident of the outlying areas; and
(B) Who comes from an environment where a language other than
English has
[[Page 31162]]
had a significant impact on the individual's level of English language
proficiency; or
(iii) Who is migratory, whose native language is a language other
than English, and who comes from an environment where a language other
than English is dominant; and
(4) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(i) The ability to meet the challenging State academic standards;
(ii) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(iii) The opportunity to participate fully in society. (Section
8101(20) of the ESEA)
Evidence-based means--
(1) In general.--The term `evidence-based', when used with respect
to a State, local educational agency, or school activity, means an
activity, strategy, or intervention that--
(i) Demonstrates a statistically significant effect on improving
student outcomes or other relevant outcomes based on--
(A) Strong evidence from at least one well-designed and well-
implemented experimental study;
(B) Moderate evidence from at least one well-designed and well-
implemented quasi-experimental study; or
(C) Promising evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection
bias; or
(ii)(A) Demonstrates a rationale based on high-quality research
findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other relevant
outcomes; and
(B) Includes ongoing efforts to examine the effects of such
activity, strategy, or intervention. (Section 8101(21) of the ESEA)
Expand, when used with respect to a high-quality charter school,
means to significantly increase enrollment or add one or more grades to
the high-quality charter school. (Section 4310(7) of the ESEA)
High-quality charter school means a charter school that--
(1) Shows evidence of strong academic results, which may include
strong student academic growth, as determined by a State;
(2) Has no significant issues in the areas of student safety,
financial and operational management, or statutory or regulatory
compliance;
(3) Has demonstrated success in significantly increasing student
academic achievement, including graduation rates where applicable, for
all students served by the charter school; and
(4) Has demonstrated success in increasing student academic
achievement, including graduation rates where applicable, for each of
the subgroups of students, as defined in section 1111(c)(2) of the
ESEA, except that such demonstration is not required in a case in which
the number of students in a group is insufficient to yield
statistically reliable information or the results would reveal
personally identifiable information about an individual student.
(Section 4310(8) of the ESEA)
Logic model (also referred to as theory of action) means a
framework that identifies key project components of the proposed
project (i.e., the active ``ingredients'' that are hypothesized to be
critical to achieving the relevant outcomes) and describes the
theoretical and operational relationships among the key project
components and relevant outcomes. (34 CFR 77.1)
Parent includes a legal guardian or other person standing in loco
parentis (such as a grandparent or stepparent with whom the child
lives, or a person who is legally responsible for the child's welfare).
(Section 8101(38) of the ESEA)
Performance measure means any quantitative indicator, statistic, or
metric used to gauge program or project performance. (34 CFR 77.1)
Performance target means a level of performance that an applicant
would seek to meet during the course of a project or as a result of a
project. (34 CFR 77.1)
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers). (34
CFR 77.1)
Public as applied to an agency, organization, or institution, means
that the agency, organization, or institution is under the
administrative supervision or control of a government other than the
Federal government. (34 CFR 77.1)
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program. (34 CFR 77.1)
Replicate, when used with respect to a high-quality charter school,
means to open a new charter school, or a new campus of a high-quality
charter school, based on the educational model of an existing high-
quality charter school, under an existing charter or an additional
charter, if permitted or required by State law. (Section 4310(9) of the
ESEA)
Underserved student means a student in one or more of the following
subgroups:
(1) A student who is living in poverty or is served by schools with
high concentrations of students living in poverty.
(2) A student of color.
(3) A student who is a member of a federally recognized Indian
Tribe.
(4) An English learner.
(5) A child or student with a disability.
(6) A disconnected youth.
(7) A migrant student.
(8) A student experiencing homelessness or housing insecurity.
(9) A student who is in foster care.
(10) A pregnant, parenting, or caregiving student.
(11) A student impacted by the justice system, including a formerly
incarcerated student.
(12) A student performing significantly below grade level. (2022
NFP)
Application Requirements:
Applications for CSP Developer Grant funds must address the
following application requirements. These requirements are from section
4303(f) \6\ of the ESEA and the 2019 and 2022 NFPs. The source of each
requirement is provided in parentheses following each requirement. The
Department will not fund an application that does not meet each
applicable application requirement.
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\6\ Under section 4305(c) of the ESEA, CSP Developer Grants must
have the same terms and conditions as grants awarded to State
entities under section 4303. For clarity, with respect to
requirements that derive from section 4303, the Department has, as
applicable, omitted the term ``State entity'' or replaced it with
``eligible applicant.'' In addition, the Department has replaced
``State entity's program'' and ``subgrant,'' respectively, with
``program'' and ``grant.''
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In addressing the application requirements, applicants must clearly
identify which application requirement they are addressing. Except as
otherwise provided, an applicant may choose to respond to each
requirement separately or in the context of the applicant's responses
to the selection criteria in section V.1 of this notice.
Grants to Charter School Developers for the Opening of New Charter
Schools (Assistance Listing Number 84.282B) and for the Replication and
Expansion of High-Quality Charter Schools (Assistance Listing Number
84.282E).
Applicants for grants under Assistance Listing Numbers 84.282B or
84.282E must address the following
[[Page 31163]]
application requirements. An applicant must respond to the requirements
in paragraph (a) in a stand-alone section of the application or in an
appendix.
(a) Describe the eligible applicant's objectives in running a
quality charter school program and how the objectives of the program
will be carried out, including--
(1) How the eligible applicant will ensure that charter schools
receiving funds under this program meet the educational needs of their
students, including children with disabilities and English learners
(Section 4303(f)(1)(A)(x) of the ESEA);
(2) A description of the roles and responsibilities of eligible
applicants, partner organizations, and charter management
organizations, including the administrative and contractual roles and
responsibilities of such partners (Section 4303(f)(1)(C)(i)(I) of the
ESEA);
(3) A description of the quality controls agreed to between the
eligible applicant and the authorized public chartering agency
involved, such as a contract or performance agreement, how a school's
performance in the State's accountability system and impact on student
achievement (which may include student academic growth) will be one of
the most important factors for renewal or revocation of the school's
charter, and how the authorized public chartering agency involved will
reserve the right to revoke or not renew a school's charter based on
financial, structural, or operational factors involving the management
of the school (Section 4303(f)(1)(C)(i)(II) of the ESEA);
(4) A description of how the autonomy and flexibility granted to a
charter school is consistent with the definition of a charter school in
section 4310 of the ESEA (Section 4303(f)(1)(C)(i)(III) of the ESEA);
(5) A description of how the eligible applicant will solicit and
consider input from parents and other members of the community on the
implementation and operation of each charter school that will receive
funds under the grant (Section 4303(f)(1)(C)(i)(IV) of the ESEA);
(6) A description of the eligible applicant's planned activities
and expenditures of grant funds to support the activities described in
section 4303(b)(1) of the ESEA, and how the eligible applicant will
maintain financial sustainability after the end of the grant period
(Section 4303(f)(1)(C)(i)(V) of the ESEA);
(7) A description of how the eligible applicant will support the
use of effective parent, family, and community engagement strategies to
operate each charter school that will receive funds under the grant
(Section 4303(f)(1)(C)(i)(VI) of the ESEA); and
(8) A description of how the eligible applicant will ensure that
each charter school receiving funds under this program has considered
and planned for the transportation needs of the school's students
(Section 4303(f)(1)(E) of the ESEA).
(b) Describe the educational program that the applicant will
implement in the charter school receiving funding under this program,
including--
(1) Information on how the program will enable all students to meet
the challenging State academic standards;
(2) The grade levels or ages of students who will be served; and
(3) The instructional practices that will be used. (2019 NFP)
(c) Describe how the applicant will ensure that the charter school
that will receive funds will recruit, enroll, and retain students,
including educationally disadvantaged students, which include children
with disabilities and English learners. (2019 NFP)
(d) Describe the lottery and enrollment procedures that the
applicant will use for the charter school if more students apply for
admission than can be accommodated and, if the applicant proposes to
use a weighted lottery, how the weighted lottery complies with section
4303(c)(3)(A) of the ESEA. (2019 NFP)
(e) Provide a complete logic model (as defined in 34 CFR 77.1) for
the grant project. The logic model must include the applicant's
objectives for implementing a new charter school or replicating or
expanding a high-quality charter school with funding under this
competition. (2019 NFP)
(f) Provide a budget narrative, aligned with the activities, target
grant project outputs, and outcomes described in the logic model, that
outlines how grant funds will be expended to carry out planned
activities. (2019 NFP)
(g) If the applicant proposes to open a new charter school
(Assistance Listing Number 84.282B) or proposes to replicate or expand
a high-quality charter school (Assistance Listing Number 84.282E) that
provides a single-sex educational program, demonstrate that the
proposed single-sex educational programs are in compliance with the
title IX of the Education Amendments of 1972 (20 U.S.C. 1681, et seq.)
(``Title IX'') and its implementing regulations, including 34 CFR
106.34. (2019 NFP)
(h) Provide the applicant's most recent available independently
audited financial statements prepared in accordance with generally
accepted accounting principles. (2019 NFP)
(i) Provide--
(1) A request and justification for waivers of any Federal
statutory or regulatory provisions that the eligible entity believes
are necessary for the successful operation of the charter school to be
opened or to be replicated or expanded; and
(2) A description of any State or local rules, generally applicable
to public schools, that will be waived or otherwise not apply to the
school that will receive funds. (2019 NFP)
(j) Describe how each school that will receive funds meets the
definition of charter school under section 4310(2) of the ESEA. (2019
NFP)
(k) Provide a needs analysis and describe the need for the proposed
project, including how the proposed project would serve the interests
and meet the needs of students and families in the communities the
charter school intends to serve. The needs analysis, which may consist
of information and documents previously submitted to an authorized
public chartering agency to address need, must include, but is not
necessarily limited to, the following--
(1) Descriptions of the local community support, including
information that demonstrates interest in, and need for, the charter
school; benefits to the community; and other evidence of demand for the
charter school that demonstrates a strong likelihood the charter school
will achieve and maintain its enrollment projections. Such information
may include information on waiting lists for the proposed charter
school or existing charter schools or traditional public schools, data
on access to seats in high-quality public schools in the districts from
which the charter school expects to draw students, or evidence of
family interest in specialized instructional approaches proposed to be
implemented at the charter school.
(2) Information on the proposed charter school's projected student
enrollment, and evidence to support the projected enrollment based on
the needs analysis and other relevant data and factors, such as the
methodology and calculations used.
(3) An analysis of the proposed charter school's projected student
demographics and a description of the demographics of students
attending public schools in the local community in which the proposed
charter school would be located and the school districts from which
students are, or would be, drawn to attend the charter school; a
description of how the applicant plans to establish and maintain a
racially and socioeconomically diverse student body, including proposed
strategies
[[Page 31164]]
(that are consistent with applicable legal requirements) to recruit,
admit, enroll, and retain a diverse student body. An applicant that is
unlikely to establish and maintain a racially and socioeconomically
diverse student body at the proposed charter school because the charter
school would be located in a racially or socioeconomically segregated
or isolated community, or due to the charter school's specific
educational mission, must describe--
(i) Why it is unlikely to establish and maintain a racially and
socioeconomically diverse student body at the proposed charter school;
(ii) How the anticipated racial and socioeconomic makeup of the
student body would promote the purposes of the CSP, including to
provide high-quality educational opportunities to underserved students,
which may include a specialized educational program or mission; and
(iii) The anticipated impact of the proposed charter school on the
racial and socioeconomic diversity of the public schools and school
districts from which students would be drawn to attend the charter
school.
(4) A robust family and community engagement plan designed to
ensure the active participation of families and the community that
includes the following--
(i) How families and the community were, are, or will be engaged in
determining the vision and design for the charter school, including
specific examples of how families' and the community's input was, is,
or is expected to be incorporated into the vision and design for the
charter school.
(ii) How the charter school will meaningfully engage with both
families and the community to create strong and ongoing partnerships.
(iii) How the charter school will foster a collaborative culture
that involves the families of all students, including underserved
students, in ensuring their ongoing input in school decision-making.
(iv) How the charter school's recruitment, admissions, enrollment,
and retention policies and practices will engage and accommodate
students and families from diverse backgrounds, including English
learners, students with disabilities, and students of color, including
holding enrollment and recruitment events on weekends or during
nonstandard work hours, making interpreters available, and providing
enrollment and recruitment information in widely accessible formats
(e.g., hard copy and online in multiple languages; as appropriate,
large print or braille for visually impaired individuals) through
widely available and transparent means (e.g., online and at community
locations).
(v) How the charter school has engaged or will engage families and
the community to develop an instructional model to best serve the
targeted student population and their families, including students with
disabilities and English learners.
(5) How the plans for the operation of the charter school will
support and reflect the needs of students and families in the
community, including consideration of district or community assets and
how the school's location, or anticipated location if a facility has
not been secured, will facilitate access for the targeted student
population (e.g., access to public transportation or other
transportation options, the demographics of neighborhoods within
walking distance of the school, and transportation plans and costs for
students who are not able to walk or use public transportation to
access the school).
(6) A description of the steps the applicant has taken or will take
to ensure that the proposed charter school (1) would not hamper, delay,
or negatively affect any desegregation efforts in the local community
in which the charter school would be located or in the public school
districts from which students are, or would be, drawn to attend the
charter school, including efforts to comply with a court order,
statutory obligation, or voluntary efforts to create and maintain
desegregated public schools; and (2) to ensure that the proposed
charter school would not otherwise increase racial or socioeconomic
segregation or isolation in the schools from which the students are, or
would be, drawn to attend the charter school (2022 NFP);
(l) For any existing or proposed contract with a for-profit
management organization (including a nonprofit management organization
operated by or on behalf of a for-profit entity), without regard to
whether the management organization or its related entities exercise
full or substantial administrative control over the charter school or
the CSP project, provide the following information or equivalent
information that the applicant has submitted to the authorized public
chartering agency--
(1) A copy of the existing contract with the for-profit management
organization or a description of the terms of the contract, including
the name and contact information of the management organization; the
cost (i.e., fixed costs and estimates of any ongoing costs), including
the amount of CSP funds proposed to be used toward such cost, and the
percentage such cost represents of the school's total funding; the
duration; roles and responsibilities of the management organization;
and steps the applicant will take to ensure that it pays fair market
value for any services or other items purchased or leased from the
management organization, makes all programmatic decisions, maintains
control over all CSP funds, and directly administers or supervises the
administration of the grant in accordance with 34 CFR 75.701;
(2) A description of any business or financial relationship between
the charter school developer and the management organization, including
payments, contract terms, and any property owned, operated, or
controlled by the management organization or related individuals or
entities that will be used by the charter school;
(3) The name and contact information for each member of the
governing board of the charter school and list of the management
organization's officers, chief administrator, and other administrators,
and any staff involved in approving or executing the management
contract; and a description of any actual or perceived conflicts of
interest, including financial interests, and how the applicant resolved
or will resolve any actual or perceived conflicts of interest to ensure
compliance with 2 CFR 200.318(c);
(4) A description of how the applicant will ensure that members of
the governing board of the charter school are not selected, removed,
controlled, or employed by the management organization and that the
charter school's legal, accounting, and auditing services will be
procured independently from the management organization);
(5) An explanation of how the applicant will ensure that the
management contract is severable, severing the management contract will
not cause the proposed charter school to close, the duration of the
management contract will not extend beyond the expiration date of the
school's charter, and renewal of the management contract will not occur
without approval and affirmative action by the governing board of the
charter school; and
(6) A description of the steps the applicant will take to ensure
that it maintains control over all student records and has a process in
place to provide those records to another public school or school
district in a timely manner upon the transfer of a student from the
charter school to another public school, including due to closure of
the charter school, in accordance
[[Page 31165]]
with section 4308 of the ESEA (2022 NFP).
(m) Provide--
(1) The name and address of the authorized public chartering agency
that issued the applicant's approved charter or, in the case of an
applicant that has not yet received an approved charter, the authorized
public chartering agency to which the applicant has applied;
(2) A copy of the approved charter or, in the case of an applicant
that has not yet received an approved charter, a copy of the charter
application that was submitted to the authorized public chartering
agency, including the date the application was submitted, and an
estimated date by which the authorized public chartering agency will
issue its final decision on the charter application;
(3) Documentation that the applicant has provided notice to the
authorized public chartering agency that it has applied for a CSP
grant; and
(4) A proposed budget, including a detailed description of any
post-award planning costs and, for an applicant that does not yet have
an approved charter, any planning costs expected to be incurred prior
to the date the authorized public chartering agency issues a decision
on the charter application. (2022 NFP)
Grants for the Replication and Expansion of High-Quality Charter
Schools (Assistance Listing Number 84.282E).
In addition to the preceding application requirements, applicants
for grants under Assistance Listing Number 84.282E must--
(a) For each charter school currently operated or managed by the
applicant, provide--
(1) Information that demonstrates that the school is treated as a
separate school by its authorized public chartering agency and the
State, including for purposes of accountability and reporting under
title I, part A of the ESEA;
(2) Student assessment results for all students and for each
subgroup of students described in section 1111(c)(2) of the ESEA;C
(3) Attendance and student retention rates for the most recently
completed school year and, if applicable, the most recent available
four-year adjusted cohort graduation rates and extended year adjusted
cohort graduation rates; and
(4) Information on any significant compliance and management issues
encountered within the last three school years by the existing charter
school being operated or managed by the eligible entity, including in
the areas of student safety and finance. (2019 NFP)
Assurances:
All applicants for CSP Developer Grants must provide the following
assurances. These assurances are from section 4303(f)(2) of the ESEA
and the 2022 NFP. The source of each assurance is provided in
parentheses following each assurance.
Applicants for funds under this program must provide assurances
that--
(a) Each charter school receiving funds through this program will
have a high degree of autonomy over budget and operations, including
autonomy over personnel decisions (Section 4303(f)(2)(A) of the ESEA);
(b) The eligible applicant will support charter schools in meeting
the educational needs of their students, as described in section
4303(f)(1)(A)(x) of the ESEA (Section 4303(f)(2)(B) of the ESEA); and
(c) The eligible applicant will ensure that each charter school
receiving funds under this program makes publicly available, consistent
with the dissemination requirements of the annual State report card
under section 1111(h) of the ESEA, including on the website of the
school, information to help parents make informed decisions about the
education options available to their children, including--
(i) Information on the educational program;
(ii) Student support services;
(iii) Parent contract requirements (as applicable), including any
financial obligations or fees;
(iv) Enrollment criteria (as applicable); and
(v) Annual performance and enrollment data for each of the
subgroups of students, as defined in section 1111(c)(2) of the ESEA,
except that such disaggregation of performance and enrollment data
shall not be required in a case in which the number of students in a
group is insufficient to yield statistically reliable information or
the results would reveal personally identifiable information about an
individual student. (Section 4303(f)(2)(G) of the ESEA)
(d) Each applicant must provide an assurance that it has not and
will not enter into a contract with a for-profit management
organization, including a nonprofit management organization operated by
or on behalf of a for-profit entity, under which the management
organization or its related entities exercises full or substantial
administrative control over the charter school and, thereby, the CSP
project. (2022 NFP)
(e) Each applicant must provide an assurance that any management
contract between a charter school and a for-profit management
organization, including a nonprofit CMO operated by or on behalf of a
for-profit entity, guarantees or will guarantee that--
(1) The charter school maintains control over all CSP funds, makes
all programmatic decisions, and directly administers or supervises the
administration of the grant;
(2) The management organization does not exercise full or
substantial administrative control over the charter school (and,
thereby, the CSP project), except that this does not limit the ability
of a charter school to enter into a contract with a management
organization for the provision of services that do not constitute full
or substantial control of the charter school project funded under the
CSP (e.g., food or payroll services) and that otherwise comply with
statutory and regulatory requirements;
(3) The charter school's governing board has access to financial
and other data pertaining to the charter school, the management
organization, and any related entities; and
(4) The charter school is in compliance with applicable Federal and
State laws and regulations governing conflicts of interest, and there
are no actual or perceived conflicts of interest between the charter
school and the management organization. (2022 NFP)
(f) Each applicant must provide an assurance that it will post on
its website, on an annual basis, a copy of any management contract
between the charter school and a for-profit management organization,
including a nonprofit management organization operated by or on behalf
of a for-profit entity, and report information on such contract to the
Department, including--
(1) A copy of the existing contract with the for-profit management
organization or description of the terms of the contract, including the
name and contact information of the management organization; the cost
(i.e., fixed costs and estimates of any ongoing costs), including the
amount of CSP funds proposed to be used toward such costs, and the
percentage such cost represents of the charter school's total funding;
the duration, roles and responsibilities of the management
organization; the steps the charter will take to ensure that it pays
fair market value for any services or other items purchased or leased
from the management organization; and the steps the charter school is
taking to ensure that it makes all programmatic decisions, maintains
control over all CSP funds, and directly administers or supervises the
administration of the grant in accordance with 34 CFR 75.701;
[[Page 31166]]
(2) A description of any business or financial relationship between
the charter school developer or CMO and the management organization,
including payments, contract terms, and any property owned, operated,
or controlled by the management organization or related individuals or
entities to be used by the charter school;
(3) The names and contact information for each member of the
governing boards of the charter school and a list of management
organization's officers, chief administrator, and other administrators,
and any staff involved in approving or executing the management
contract; and a description of any actual or perceived conflicts of
interest, including financial interests, and how the applicant resolved
or will resolve any actual or perceived conflicts of interest to ensure
compliance with 2 CFR 200.318(c); and
(4) A description of how the charter school ensured that such
contract is severable and that a change in management companies will
not cause the proposed charter school to close. (2022 NFP)
(g) Each applicant must provide an assurance that it will disclose,
as part of the enrollment process, any policies and requirements (e.g.,
purchasing and wearing specific uniforms and other fees, or
requirements for family participation), and any services that are or
are not provided, that could impact a family's ability to enroll or
remain enrolled in the school (e.g., transportation services or
participation in the National School Lunch Program). (2022 NFP)
(h) Each applicant must provide an assurance that it will hold or
participate in a public hearing in the local community in which the
proposed charter school would be located to obtain information and
feedback regarding the potential benefit of the charter school, which
shall at least include how the proposed charter school will increase
the availability of high-quality public school options for underserved
students, promote racial and socio-economic diversity in such community
or have an educational mission to serve primarily underserved students,
and not increase racial or socioeconomic segregation or isolation in
the school districts from which students would be drawn to attend the
charter school (consistent with applicable laws). Applicants must
ensure that the hearing (and notice thereof) is accessible to
individuals with disabilities and limited English proficient
individuals as required by law, actively solicit participation in the
hearing (i.e., provide widespread and timely notice of the hearing),
make good faith efforts to accommodate as many people as possible
(e.g., hold the hearing at a convenient time for families or provide
virtual participation options), and submit a summary of the comments
received as part of the application. The hearing may be conducted as
part of the charter authorizing process, provided it meets the
requirements above. (2022 NFP)
(i) Each applicant must provide an assurance that it will not use
any implementation funds for a charter school until after the charter
school has received a charter from an authorized public chartering
agency and has a contract, lease, mortgage, or other documentation
indicating that it has a facility in which to operate. Consistent with
sections 4303(b)(1), 4303(h)(1)(B), and 4310(6) of the ESEA, an
eligible applicant may use CSP planning funds for post-award planning
and design of the educational program of a proposed new or replicated
high-quality charter school that has not yet opened, which may include
hiring and compensating teachers, school leaders, and specialized
instructional support personnel; providing training and professional
development to staff; and other critical planning activities that need
to occur prior to the charter school opening when such costs cannot be
met from other sources. (2022 NFP)
Note: The Department recognizes that the charter approval process
may exceed the 18-month planning period prescribed under section
4303(d)(1)(B) of the ESEA. In such a case, a grantee may request a
waiver from the Department under section 4303(d)(5) to enable the
grantee to amend its approved application to extend the 18-month
planning period prescribed by section 4303(d)(1)(B). Under section
4303(d)(5) of the ESEA, the Secretary, in his discretion, may waive any
statutory or regulatory requirement over which he exercises
administrative authority, except the requirements related to the
definition of ``charter school'' in section 4310(2) of the ESEA,
provided that the waiver is requested in an approved application and
the Secretary determines that granting the waiver will promote the
purposes of the CSP. A grantee also may request approval from the
Department, as appropriate, to amend its approved application and
budget to cover additional planning costs that it may incur due to an
unexpected delay in the charter approval process.
Program Authority: Title IV, part C of the ESEA, as amended.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 76, 77, 79, 81, 82, 84,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The 2019 and 2022 NFPs.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $5,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $150,000 to $400,000 per year.
Estimated Average Size of Awards: $350,000 per year.
Maximum Award: See Reasonable and Necessary Costs in section III.4
for information regarding the maximum amount of funds that may be
awarded per charter school.
Estimated Number of Awards: 10-14.
Note: The Department is not bound by any estimates in this notice.
The estimated range and average size of awards are based on a single
12-month budget period. We may use available funds to support multiple
12-month budget periods for one or more grantees.
Project Period: Up to 60 months.
A grant awarded by the Secretary under this competition may be for
a period of not more than 5 years, of which the grantee may use not
more than 18 months for planning and program design. (Section
4303(d)(1)(B) of the ESEA)
III. Eligibility Information
1. Eligible Applicants:
Eligible applicants are developers that have--
(a) Applied to an authorized public chartering authority to operate
a charter school; and
(b) Provided adequate and timely notice to that authority. (Section
4310(6) of the ESEA).
Additionally, the charter school must be located in a State with a
State statute
[[Page 31167]]
specifically authorizing the establishment of charter schools (as
defined in section 4310(2) of the ESEA) and in which a State entity
currently does not have a CSP State Entity grant (Assistance Listing
Number 84.282A) under section 4303 of the ESEA.\7\ (Section 4305(a)(2)
of the ESEA).
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\7\ States in which a State entity currently has an approved CSP
State Entity grant application under section 4303 of the ESEA that
is actively running subgrant competitions are Alabama, Connecticut,
District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana,
Louisiana, Maryland, Massachusetts, Minnesota, Mississippi,
Missouri, Nevada, New Hampshire, New Jersey, New Mexico, Oklahoma,
Pennsylvania, South Carolina, Tennessee, Texas, Washington, West
Virginia, and Wisconsin. We will not consider applications from
applicants in these States under either Assistance Listing Number
84.282B or 84.282E.
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As a general matter, the Secretary considers charter schools that
have been in operation for more than five years to be past the initial
implementation phase and, therefore, ineligible to receive CSP funds
under Assistance Listing Number 84.282B to support the opening of a new
charter school or under Assistance Listing Number 84.282E for the
replication of a high-quality charter school; however, such schools may
receive CSP funds under Assistance Listing Number 84.282E for the
expansion of a high-quality charter school.
Note: Under 34 CFR 75.51, an applicant may show that it is a
nonprofit organization by any of the following means: (1) proof that
the Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition does not involve
supplement-not-supplant funding requirements.
c. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
d. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
the Cost Principles described in 2 CFR part 200 subpart E of the
Uniform Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Reasonable and Necessary Costs: The Secretary may elect to
impose maximum limits on the amount of grant funds that may be awarded
for a new charter school, or replicated, or expanded, high-quality
charter school.
For this competition, the maximum limit of grant funds that may be
awarded for a new, replicated, or expanded charter school is
$2,000,000.
In accordance with 2 CFR 200.404, applicants must ensure that all
costs included in the proposed budget are reasonable and necessary in
light of the goals and objectives of the proposed project. Any costs
determined by the Secretary to be unreasonable or unnecessary will be
removed from the final approved budget.
5. Other CSP Grants: A charter school that previously has received
CSP funds for replication or expansion or for planning or initial
implementation of a charter school under Assistance Listing Number
84.282A or 84.282M (under the ESEA) may not use funds under this grant
for the same purpose. However, such charter school may be eligible to
receive funds under this competition to expand the charter school
beyond the existing grade levels or student count and beyond the grade
levels or projected student count provided in the previous CSP award.
Likewise, a charter school that receives funds under this
competition is ineligible to receive funds for the same purpose under
section 4303(b)(1) or 4305(b) of the ESEA, including opening and
preparing for the operation of a new charter school, opening and
preparing for the operation of a replicated high-quality charter
school, or expanding a high-quality charter school (i.e., Assistance
Listing Number 84.282A or 84.282M).
6. Build America, Buy America Act: This program is not subject to
the Build America, Buy America Act (Pub. L. 117-58) domestic sourcing
requirements.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045), and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to
submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for this competition,
your application may include business information that you consider
proprietary. In 34 CFR 5.11, we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
4. Funding Restrictions: Grantees must use the grant funds to open
and prepare for the operation of a new charter school, to open and
prepare for the operation of a replicated high-quality charter school,
or to expand a high-quality charter school, as applicable. Grant funds
must be used to carry out allowable activities, described in section
4303(h) of the ESEA, which include the following:
(a) Preparing teachers, school leaders, and specialized
instructional support personnel, including through paying costs
associated with--
[[Page 31168]]
(1) Providing professional development; and
(2) Hiring and compensating, during the eligible applicant's
planning period specified in the application for funds, one or more of
the following:
(i) Teachers.
(ii) School leaders.
(iii) Specialized instructional support personnel.
(b) Acquiring supplies, training, equipment (including technology),
and educational materials (including developing and acquiring
instructional materials).
(c) Carrying out necessary renovations to ensure that a new school
building complies with applicable statutes and regulations, and minor
facilities repairs (excluding construction).
(d) Providing one-time, startup costs associated with providing
transportation to students to and from the charter school.
(e) Carrying out community engagement activities, which may include
paying the cost of student and staff recruitment.
(f) Providing for other appropriate, non-sustained costs related to
the opening of new charter schools, or the replication or expansion of
high-quality charter schools, as applicable, when such costs cannot be
met from other sources.
A grant awarded by the Secretary under this competition may be for
a period of not more than 5 years, of which the grantee may use not
more than 18 months for planning and program design. (Section
4303(d)(1)(B) of the ESEA). Applicants may propose to support only one
charter school per grant application.
We reference additional regulations outlining funding restrictions
in the Applicable Regulations section of this notice.
5. Recommended Page Limit and English Language Requirement: The
project narrative is where you, the applicant, address the priorities,
selection criteria, and application requirements that peer reviewers
use to evaluate your application. We recommend that you (1) limit the
project narrative to no more than 50 pages, and (2) use the following
standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the project narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
Applications must be in English, and peer reviewers will only
consider supporting documents submitted with the application that are
in English.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; any request to waive requirements and
the justification; or the one-page abstract, the resumes, the
bibliography, or the letters of support. However, the recommended page
limit does apply to all of the project narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to
Apply,'' and include the applicant's name, a contact person's name and
email address, the Assistance Listing Number, and the city and State in
which the applicant proposes to open, replicate, or expand a charter
school. Applicants that do not submit a notice of intent to apply may
still apply for funding.
V. Application Review Information
1. Selection Criteria: The selection criteria for applicants
submitting applications under Assistance Listing Numbers 84.282B and
84.282E are listed in paragraphs (a) and (b) of this section,
respectively. The maximum possible score for addressing all the
selection criteria is 100 points. The maximum possible score for
addressing each criterion is indicated in parentheses following the
criterion. These selection criteria are from the 2019 and 2022 NFPs and
34 CFR 75.210.
In evaluating an application for a CSP Developer Grant, the
Secretary considers the following criteria:
(a) Selection Criteria for Grants for the Opening of New Charter
Schools (Assistance Listing Number 84.282B).
(1) Quality of the Charter School's Management Plan (up to 40
points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks (up to 10 points). (34 CFR 75.210(g)(2)(i))
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project (up to 5 points). (34 CFR 75.210(f)(2)(iv))
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed project
(up to 5 points). (34 CFR 75.210(g)(2)(iv))
(iv) The qualifications, including relevant training and
experience, of key project personnel (up to 5 points). (34 CFR
75.210(e)(3)(ii))
(v) The adequacy of the applicant's plan to maintain control over
all CSP grant funds (up to 5 points). (2022 NFP)
(vi) The adequacy of the applicant's plan to make all programmatic
decisions (up to 5 points). (2022 NFP)
(vii) The adequacy of the applicant's plan to administer or
supervise the administration of the grant, including maintaining
management and oversight responsibilities over the grant (up to 5
points). (2022 NFP)
(2) Quality of the Continuation Plan (up to 20 points).
In determining the quality of the continuation plan, the Secretary
considers the extent to which the eligible applicant is prepared to
continue to operate the charter school that would receive grant funds
in a manner consistent with the eligible applicant's application once
the grant funds under this program are no longer available. (2019 NFP)
(3) Quality of the Project Design (up to 10 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the proposed project demonstrates a
rationale (as defined in 34 CFR 77.1(c)) (up to 5 points). (34 CFR
75.210(c)(2)(xxix))
(ii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable
(up to 5 points). (34 CFR 75.210(c)(2)(i))
(4) Need for Project (up to 30 points).
The Secretary considers the need for the proposed project. In
determining the need for the proposed project, the
[[Page 31169]]
Secretary considers one or more of the following factors:
(i) The magnitude or severity of the problem to be addressed by the
proposed project (up to 15 points). (34 CFR 75.210(a)(2)(i))
(ii) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project (up to 15
points). (34 CFR 75.210(a)(2)(ii))
(b) Selection Criteria for Grants for the Replication and Expansion
of High-Quality Charter Schools (Assistance Listing Number 84.282E).
(1) Quality of the Eligible Applicant (up to 20 points).
In determining the quality of the eligible applicant, the Secretary
considers the following factors:
(i) The extent to which the academic achievement results (including
annual student performance on statewide assessments and annual student
attendance and retention rates and where applicable and available,
student academic growth, high school graduation rates, postsecondary
enrollment and persistence rates, including in college or career
training programs, employment rates, earnings and other academic
outcomes) for educationally disadvantaged students served by the
charter schools operated or managed by the applicant have exceeded the
average academic achievement results for such students served by other
public schools in the State (up to 5 points). (2019 NFP)
(ii) The extent to which one or more charter schools operated or
managed by the applicant have closed; have had a charter revoked due to
noncompliance with statutory or regulatory requirements; or have had
their affiliation with the applicant revoked or terminated, including
through voluntary disaffiliation (up to 5 points). (2019 NFP)
(iii) The extent to which one or more charter schools operated or
managed by the applicant have had any significant issues in the area of
financial or operational management or student safety, or have
otherwise experienced significant problems with statutory or regulatory
compliance that could lead to revocation of the school's charter (up to
5 points). (2019 NFP)
(iv) The extent to which the schools operated or managed by the
applicant demonstrate strong results on measurable outcomes in non-
academic areas such as, but not limited to, parent satisfaction, school
climate, student mental health, civic engagement, and crime prevention
and reduction (up to 5 points). (2019 NFP)
(2) Quality of the Charter School's Management Plan (up to 35
points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks (up to 5 points). (34 CFR 75.210(g)(2)(i))
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project (up to 5 points). (34 CFR 75.210(f)(2)(iv))
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed project
(up to 5 points). (34 CFR 75.210(g)(2)(iv))
(iv) The qualifications, including relevant training and
experience, of key project personnel (up to 5 points). (34 CFR
75.210(e)(3)(ii))
(v) The adequacy of the applicant's plan to maintain control over
all CSP grant funds (up to 5 points). (2022 NFP)
(vi) The adequacy of the applicant's plan to make all programmatic
decisions (up to 5 points). (2022 NFP)
(vii) The adequacy of the applicant's plan to administer or
supervise the administration of the grant, including maintaining
management and oversight responsibilities over the grant (up to 5
points). (2022 NFP)
(3) Quality of the Continuation Plan (up to 10 points).
In determining the quality of the continuation plan, the Secretary
considers the extent to which the eligible applicant is prepared to
continue to operate the charter school that would receive grant funds
in a manner consistent with the eligible applicant's application once
the grant funds under this program are no longer available. (2019 NFP)
(4) Quality of the Project Design (up to 10 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the proposed project demonstrates a
rationale (as defined in 34 CFR 77.1(c)) (up to 5 points). (34 CFR
75.210(c)(2)(xxix))
(ii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable
(up to 5 points). (34 CFR 75.210(c)(2)(i))
(5) Need for Project (up to 25 points).
The Secretary considers the need for the proposed project. In
determining the need for the proposed project, the Secretary considers
one or more of the following factors:
(i) The magnitude or severity of the problem to be addressed by the
proposed project (up to 15 points). (34 CFR 75.210(a)(2)(i))
(ii) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project (up to 10
points). (34 CFR 75.210(a)(2)(ii))
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
[[Page 31170]]
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115--232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: (a) For the purposes of Department
reporting under 34 CFR 75.110, the Secretary has established two
performance indicators: (1) the number of charter schools in operation
around the Nation, and (2) the percentage of fourth- and eighth-grade
charter school students who are achieving at or above the proficient
level on State assessments in mathematics and reading/language arts.
Additionally, the Secretary has established the following measure to
examine the efficiency of the CSP: The Federal cost per student in
implementing a successful school (defined as a school in operation for
three or more consecutive years).
(b) Project-Specific Performance Measures. Applicants must propose
project-specific performance measures and performance targets
consistent with the objectives of the proposed project. Applications
must provide the following information as directed under 34 CFR
75.110(b) and (c):
(1) Performance measures. How each proposed performance measure
would accurately measure the performance of the project and how the
proposed performance measure would be consistent with the performance
measures established for the program funding the competition.
(2) Baseline data. (i) Why each proposed baseline is valid; or (ii)
if the applicant has determined that there are no established baseline
data for a particular performance measure, an explanation of why there
is no established baseline and how and when, during the project period,
the applicant would establish a valid baseline for the performance
measure.
(3) Performance targets. Why each proposed performance target is
ambitious yet achievable compared to the baseline for the performance
measure and when, during the project period, the applicant would meet
the performance target(s).
(4) Data collection and reporting. (i) The data collection and
reporting methods the applicant would use and why those methods are
likely to yield reliable, valid, and meaningful performance data; and
(ii) the applicant's capacity to collect and report reliable, valid,
and meaningful performance data, as evidenced by high-quality data
collection, analysis, and reporting in other projects or research.
All grantees must submit an annual performance report with
information that is responsive to these performance measures.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among
[[Page 31171]]
other things, whether a grantee has made substantial progress in
achieving the goals and objectives of the project; whether the grantee
has expended funds in a manner that is consistent with its approved
application and budget; and, if the Secretary has established
performance measurement requirements, whether the grantee has made
substantial progress in achieving the performance targets in the
grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
7. Project Directors' Meeting: Applicants approved for funding
under this competition must attend a meeting for project directors
either virtually or at a location to be determined in the continental
United States during each year of the project. Applicants may include,
if applicable, the cost of attending this meeting in their proposed
budgets as allowable administrative costs.
8. Technical Assistance: Applicants approved for funding under this
competition must participate in all technical assistance offerings
required by the CSP Office, including project directors' meetings and
other on-site and virtual gatherings sponsored by the Department and
its contracted technical assistance providers and partners throughout
the performance period.
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site, you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF, you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Adam Schott,
Principal Deputy Assistant Secretary, Delegated the Authority to
Perform the Functions and Duties of the Assistant Secretary, Office of
Elementary and Secondary Education.
[FR Doc. 2024-08729 Filed 4-23-24; 8:45 am]
BILLING CODE 4000-01-P